Journal articles on the topic 'Degree Discipline: Mathematics'
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Khomyuk, Victor, Zlata Bondarenko, Svitlana Kyrylashchyk, and Galyna Chernovolyk. "THE PROBLEM OF INTEGRATION OF HIGHER MATHEMATICS WITH ECONOMIC CYCLE DISCIPLINES IN THE PROCESS OF TEACHING STUDENTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 374. http://dx.doi.org/10.17770/sie2020vol1.4815.
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The purpose of the article is to show the necessity of developing the ability of conscious use of the fundamental discipline “Higher Mathematics” potential for a holistic solution of professional economic problems for students of economic specialities. This is only possible through interdisciplinary integration. It is shown that mathematics is a number of disciplines that are sometimes intersected, and sometimes significantly differ from each other in objects and research methods. As practice shows, quite often students’ knowledge in mathematics remains formal, and skills are unformed.For creation an integrative model of basic mathematical and economic disciplines, the article carries out two structural and logical analyses of the academic disciplines’ content: internal and external. The internal means a structural-logical analysis of the topics content of higher mathematics for identifying their leading positions and the main interconnecting elements within a given discipline. The external means a structural-logical analysis of the topics content of other disciplines specialty curriculum in order to determine the degree of their content overlap with the content of mathematical topics and the identification of “supporting” interdisciplinary knowledge that must be used for scientific and comprehensive reveal of the leading positions of higher mathematics.
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Hyndriuk, Vasyl, and Nataliia Yurchenko. "COMPETENCE APPROACH TO TEACHING MATHEMATICS AND HIGHER MATHEMATICS FOR THE STUDENTS MAJORING IN 181 FOOD TECHNOLOGIES SPECIALITY ON THE EXAMPLE OF APPLICATION OF KRAMER'S RULE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(51) (October 25, 2022): 37–41. http://dx.doi.org/10.24144/2524-0609.2022.51.37-41.
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The relevance of the chosen research topic is that the formation of mathematical skills of students majoring in 181 Food Technology is a component of their success in professional activities. An important basis is the ability to solve problems using equations and their systems. One of the tools for solving quadratic systems of linear algebraic equations is Cramer's rule, and Cramer's theorem is one of the key theorems of higher mathematics. The aim of the article is to discuss a new methodological approach to the study of Cramer's theorem and its application for students majoring in 181 Food Technology educational and professional degree of bachelor. To achieve the goal, the following methods were used: analysis, synthesis, generalization, abstraction. The article proposes to introduce Cramer's rule for cases n = 2 and n = 3 within the discipline «Mathematics» with appropriate practical application in professional problems and to continue the study of the topic in the general case within the discipline «Higher Mathematics». This can be realized if we consider Cramer's rule for systems of two linear algebraic equations with two unknowns and for systems of three linear algebraic ones. equations with three unknowns with practical application for solving problems of professional orientation. In our opinion, such a competence approach has a number of advantages. First, in addition to the classical methods of addition, substitution, graphical method of solving systems of two linear equations with two unknowns, students will master another method of solving, and therefore additional benefits in preparing for the state final certification in mathematics. Secondly, when studying the discipline «Higher Mathematics» it is possible to consider the topic «Cramer's Theorem» as a generalization of the study on this topic in the discipline «Mathematics», which will increase motivation for learning and connections between disciplines. Third, it places additional emphasis on the formation of mathematical skills of students majoring in 181 Food Technology and the practical application of mathematics to solve professional problems in junior high school.
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Eriksson, Kimmo. "The nonsense math effect." Judgment and Decision Making 7, no. 6 (November 2012): 746–49. http://dx.doi.org/10.1017/s1930297500003296.
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AbstractMathematics is a fundamental tool of research. Although potentially applicable in every discipline, the amount of training in mathematics that students typically receive varies greatly between different disciplines. In those disciplines where most researchers do not master mathematics, the use of mathematics may be held in too much awe. To demonstrate this I conducted an online experiment with 200 participants, all of which had experience of reading research reports and a postgraduate degree (in any subject). Participants were presented with the abstracts from two published papers (one in evolutionary anthropology and one in sociology). Based on these abstracts, participants were asked to judge the quality of the research. Either one or the other of the two abstracts was manipulated through the inclusion of an extra sentence taken from a completely unrelated paper and presenting an equation that made no sense in the context. The abstract that included the meaningless mathematics tended to be judged of higher quality. However, this “nonsense math effect” was not found among participants with degrees in mathematics, science, technology or medicine.
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Blauth, Ivanete Fátima, and Suely Scherer. "Ações de Docência com Uso de Tecnologias Digitais na Formação Inicial de Professores de Matemática." Jornal Internacional de Estudos em Educação Matemática 13, no. 2 (October 3, 2020): 211–21. http://dx.doi.org/10.17921/2176-5634.2020v13n2p211-221.
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ResumoNeste artigo discutimos resultados de uma pesquisa em que se analisou ações propostas em uma disciplina de Prática de Ensino, identificando aquelas que podem ter possibilitado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo, por egressos de um curso de Licenciatura em Matemática. Dentre as ações identificadas, duas são relacionadas à aprendizagem da docência, uma vivenciada na sala de aula da disciplina, em que o acadêmico teve colegas como alunos, e a outra realizada no espaço da escola, em que o acadêmico assumiu a regência de uma aula de matemática em escolas de Educação Básica. O objetivo neste artigo é analisar essas duas ações e possíveis relações com a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Os dados foram produzidos na pesquisa a partir de entrevistas realizadas com 27 egressos desse curso de Licenciatura em Matemática, que realizaram a disciplina de Prática de Ensino e concluíram o curso, no período de 2010 a 2015. A partir da análise de “falas de egressos”, concluiu se que as duas ações propostas na disciplina de Prática de Ensino, nas quais os professores em formação tiveram a oportunidade de praticar a docência, podem ter oportunizado a construção de conhecimentos tecnológicos e pedagógicos de conteúdo matemático. Nessas ações, esses egressos tiveram que estudar conteúdos matemáticos e tecnologias, de maneira a atender objetivos de aulas e favorecer a aprendizagem de seus alunos.Palavras-chave: Prática de Ensino. Formação Inicial. Matemática. Tecnologias Digitais.AbstractIn this paper we discuss the results of a research in which actions proposed in a Teaching Practice discipline were analyzed, identifying those may have made the construction of technological and pedagogical knowledge, by graduates of a Mathematics Degree. Among the actions identified, two are related to teaching learning, and other experienced in the classroom, in which the students was the academic’s colleagues, and the other was in the school space, in which the academic took over the conduct of a class of mathematics in Basic Education schools. The objective of this article is to analyze these two actions and possible relationships with the construction of technological and pedagogical knowledge of Mathematical content. The data were produced in the research based on interviews with 27 graduates of this Mathematics Degree, who took the Teaching Practice discipline and completed the course, from 2010 to 2015. From the analysis of the “speeches of graduates”, it was concluded that the two actions proposed in the Teaching Practice discipline, in which the teachers in training had the opportunity to practice teaching, may have given rise to the construction of technological and pedagogical knowledge of Mathematical content. In these actions, these graduates had to study Mathematical content and technologies, in order to meet class objectives and favor the learning of their students.Keywords: Teaching Practice. Initial Formation. Mathematics. Digital Technologies.
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Hu, Jiming, and Yin Zhang. "Measuring the interdisciplinarity of Big Data research: a longitudinal study." Online Information Review 42, no. 5 (September 10, 2018): 681–96. http://dx.doi.org/10.1108/oir-12-2016-0361.
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Purpose The purpose of this paper is to measure the degree of interdisciplinary collaboration in Big Data research based on the co-occurrences of subject categories using Stirling’s diversity index and specialization index. Design/methodology/approach Interdisciplinarity was measured utilizing the descriptive statistics of disciplines, network indicators showing relationships between disciplines and within individual disciplines, interdisciplinary communities, Stirling’s diversity index and specialization index, and a strategic diagram revealing the development status and trends of discipline communities. Findings Comprehensively considering all results, the degree of interdisciplinarity of Big Data research is increasing over time, particularly, after 2013. There is a high level of interdisciplinarity in Big Data research involving a large number of disciplines, but it is unbalanced in distribution. The interdisciplinary collaborations are not intensive on the whole; most disciplines are aggregated into a few distinct communities with computer science, business and economics, mathematics, and biotechnology and applied microbiology as the core. Four major discipline communities in Big Data research represent different directions with different development statuses and trends. Community 1, with computer science as the core, is the most mature and central to the whole interdisciplinary network. Accounting for all network indicators, computer science, engineering, business and economics, social sciences, and mathematics are the most important disciplines in Big Data research. Originality/value This study deepens our understanding of the degree and trend of interdisciplinary collaboration in Big Data research through a longitudinal study and quantitative measures based on two indexes. It has practical implications to study and reveal the interdisciplinary phenomenon and characteristics of related developments of a specific research area, or to conduct comparative studies between different research areas.
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Yamazaki, Genji, Hirotaka Sakasegawa, and J. George Shanthikumar. "A conservation law for single-server queues and its applications." Journal of Applied Probability 28, no. 1 (March 1991): 198–209. http://dx.doi.org/10.2307/3214750.
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We establish a conservation law for G/G/1 queues with any work-conserving service discipline using the equilibrium equations, also called the basic equations. We use this conservation law to prove an extremal property of the first-come firstserved (FCFS) service discipline: among all service disciplines that are work-conserving and independent of remaining service requirements for individual customers, the FCFS service discipline minimizes [maximizes] the mean sojourn time in a G/G/1 queue with independent (but not necessarily identical) service times with a common mean and new better [worse] than used (NBUE[NWUE]) distributions. This extends recent results of Halfin and Whitt (1990), Righter et al. (1990) and Yamazaki and Sakasegawa (1987a,b). In addition we use the conservation law to obtain an approximation for the mean queue length in a GI/GI/1 queue under the processor-sharing service discipline with finite degree of multiplicity, called LiPS discipline. Several numerical examples are presented which support the practical usefulness of the proposed approximation.
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Cavalheiro, Gabriela Castro Silva, and Renata Cristina Geromel Meneghetti. "Metodologia de Ensino-Aprendizagem-Avaliação de Matemática Através da Resolução de Problemas: uma Análise das Perspectivas de Licenciandos em Matemática." Jornal Internacional de Estudos em Educação Matemática 13, no. 1 (June 22, 2020): 64–72. http://dx.doi.org/10.17921/2176-5634.2020v13n1p64-72.
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Este artigo apresenta uma pesquisa que buscou responder ao seguinte questionamento: Como licenciandos em Matemática avaliam a metodologia de ensino-aprendizagem-avaliação de Matemática através da Resolução de Problemas (RP) implementada por um docente formador-pesquisador em disciplina específica da área? Para desenvolvê-la, adotou-se uma abordagem qualitativa de investigação, coletando-se os dados por meio de um questionário, após implementação da metodologia em uma turma de 18 licenciandos em Matemática que cursavam a disciplina Aritmética. O objetivo desse instrumento foi identificar, na perspectiva desses sujeitos, as possíveis contribuições da metodologia para a aprendizagem dos conteúdos matemáticos e dos demais conhecimentos necessários à formação do licenciado em Matemática. Os principais achados foram organizados em função do tripé aprendizagem, ensino e avaliação de Matemática. Diante das conclusões obtidas, embora a maioria dos sujeitos tenha conseguido perceber a importância do uso dessa metodologia para sua Formação Matemática, Pedagógica ou em Educação Matemática, considera-se importante o desenvolvimento de mais estudos na mesma linha, ou seja, trabalhos que possibilitem ao licenciando em Matemática vivenciar efetivamente várias vezes as diversas metodologias de ensino, aprendizagem e avaliação, por meio de RP e de outras abordagens alternativas, seja na condição de aluno ou de futuro professor.
Palavras-chave: Licenciatura em Matemática. Futuro Professor. Docente Formador-Pesquisador. Aritmética. Metodologia Qualitativa.
Abstract
This article presents a research that sought to answer the following question: How do students of a Mathematics Degree course evaluate the methodology of teaching-learning-assessment of Mathematics through Problem Solving (PR) implemented by a teacher trainer-researcher in a specific discipline in the area? To develop it, a qualitative research approach was adopted, collecting the data through a questionnaire, after implementing the methodology in a class of 18 graduating in Mathematics who studied the Arithmetic discipline. The aim of this instrument was to identify, from the perspective of these subjects, the possible contributions of the methodology to the learning of the mathematical contents and other knowledge necessary for the formation of the graduate in Mathematics. The main findings were organized according to tripod learning, teaching and assessment of mathematics. In view of the conclusions obtained, although the majority of the subjects were able to perceive the importance of using this methodology for their Mathematical Formation, Pedagogical Formation or Mathematical Education Formation, it is considered important to develop further studies in the same line, that is, works that allow the graduating in Mathematics to effectively experience several times the different methodologies of teaching, learning and evaluation, through PR and other alternative approaches, whether as a student or future teacher.
Keywords: Degree in Mathematics. Future Teacher. Teacher Trainer-Researcher. Arithmetic. Qualitative Methodology.
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Kyrykylytsia, Valentyna, Aida Trotsiuk, and Oksana Yasinska. "THE FORMATION OF SCIENTIFIC COMMUNICATION KNOWLEDGE IN ENGLISH IN MASTER’S DEGREE PROGRAM STUDENTS OF NATURAL SCIENCES AND MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 90–96. http://dx.doi.org/10.31499/2307-4906.1.2022.256190.
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The article justifies the importance of studying the academic discipline “Scientific Communication in aForeign Language” according to the Master’s degree educational program. The research aims atfinding the ways of the formation of scientific communication knowledge in English. To achieve thisgoal, such methods of pedagogical research as analysis, synthesis, comparison, generalization oftheoretical scientific literature and advanced practical pedagogical experience were used. It has beennoted that the main didactic purpose of this discipline is to develop students’ knowledge of the scientificresearch methodology and the ability to present their own research results. The basic knowledge thatstudents gain in the process of studying the course has been indicated: awareness of the main featuresof scientific style and elements of academic texts; understanding of the rhetoric, stylistics and genreorganization of modern scientific discourse; skills formation of writing the scientific texts of differentgenres (summary, scientific article, abstract, review); awareness of the requirements for writing andpresenting conference abstracts. The conclusion about the effectiveness of the suggested methods ofstudying the scientific aspect in English by Master’s degree program students of natural sciences andmathematics has been made. It has been proposed to conduct further research in the direction of findingthe new effective ways to study the scientific aspect of a foreign language, in particular with the use ofthe latest information and advanced communication technologies.
Keywords: scientific communication; Master’s degree program; English; academic discipline;scientific aspect; educational-scientific program; Master’s degree program students; academic text;research.
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Volkova, Elena Sergeevna, and Vladimir Borisovich Gisin. "On the assessment of formation of the system of main concepts of mathematical analysis." Современное образование, no. 2 (February 2020): 12–27. http://dx.doi.org/10.25136/2409-8736.2020.2.32942.
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The object of this research is the results of experimental use of the test for inventory of the concepts of mathematical analysis (Calculus Concept Inventory, CCI), which is aimed at assessment of the key concepts of mathematical analysis, such as function, limit and derivative. The test was conducted in the period from 2016 to 2020 and involved Bachelor’s degree students of Financial University under the Government of the Russian Federation on the discipline “Applied Mathematics and Informatics”. “Mathematical Analysis” is one of the key disciplines in formation of mathematical competencies of students majoring “Applied Mathematics and Informatics”. Test was developed by the leading experts from the United States in the area of mathematics and teaching mathematics in the universities, and was implemented in Russian practice for the first time. For quality assessment of the test was applied Cronbach's alpha coefficient, and the results were evaluated based on the Item Response Theory. Although in universities of the United States the implementation of this test showed relatively low effectiveness, for the students of Financial University the coefficient values were significantly higher and allow making an unequivocal conclusion on the informativeness of results. The article also applies the values of discriminant coefficient. Their fluctuation allows using the test not only for assessing the achievement in learning mathematical analysis of students in groups, but also individual results. The results demonstrate that the traditional approach in teaching the principles of mathematical analysis that is widely recognized in the Russian universities is ineffective, which underlines the need to rearrange the content and methods of teaching mathematical analysis in a university.
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Zhen, Wang, Parvez Ali, Haidar Ali, Ghulam Dustigeer, and Jia-Bao Liu. "On Computation Degree-Based Topological Descriptors for Planar Octahedron Networks." Journal of Mathematics 2021 (November 1, 2021): 1–12. http://dx.doi.org/10.1155/2021/4880092.
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A molecular graph is used to represent a chemical molecule in chemical graph theory, which is a branch of graph theory. A graph is considered to be linked if there is at least one link between its vertices. A topological index is a number that describes a graph’s topology. Cheminformatics is a relatively young discipline that brings together the field of sciences. Cheminformatics helps in establishing QSAR and QSPR models to find the characteristics of the chemical compound. We compute the first and second modified K-Banhatti indices, harmonic K-Banhatti index, symmetric division index, augmented Zagreb index, and inverse sum index and also provide the numerical results.
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Davidovitch, Nitza, Michael Byalsky, Dan Soen, and Zilla Sinuani-Stern. "The Cost Of More Accessible Higher Education: What Is The Monetary Value Of The Various Academic Degrees?" Contemporary Issues in Education Research (CIER) 6, no. 1 (January 2, 2013): 37. http://dx.doi.org/10.19030/cier.v6i1.7602.
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One of the main reasons for acquiring a Bachelor's Degree is the perception of higher education as a means of improving graduates' financial status. In light of the increased accessibility of higher education, a growing number of students hope to use their studies as a financial springboard. In the current study we sought to examine this perception and to check whether and to what degree baccalaureate degrees indeed improve graduates' financial situation. In cooperation with Israel's Central Bureau of Statistics we gathered data on 6,091 graduates who completed their studies at the Ariel University Center during 2000-2008. Data analysis included exploring graduates' rate of employment and monthly salary from the day they began their academic studies until eight years later. We divided and distinguished between graduates by discipline and gender. The findings show that graduates earn almost three times the national average salary (and five times the median salary) and indicate employment rates of nearly 100%. Analysis of findings by discipline indicates that the most profitable fields are computer sciences and mathematics, engineering, and architecture. Salaries in the natural and social sciences and in the humanities are significantly lower both compared to the former fields and to the national average salary, at least for this eight year span. Analysis of the data by sex showed that the rate of employment among men is 12% higher than among women and that there is a disparity in employment within each discipline as well. Research conclusions show that academic degrees per se are not a guarantee of financial or occupational security. Employees with degrees in the social sciences and the humanities may find that their pay is no higher than those with no degree. One of the implications of this issue, already evident at this stage is that students are attempting to attain higher degrees in the hope of improving their financial status. The equation of a higher education with a higher income seems to involve other components as well, such as graduates' field of study, seniority on the job, and field of occupation.
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KRASNOZHON, O., N. KRAVCHENKO, V. MATSIUK, and V. KOVALENKO. "ELEMENTS OF COMPUTER SUPPORT FOR THE STUDY OF THE TOPIC «LEAST SQUARES METHOD»." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 6, 2022): 204–13. http://dx.doi.org/10.31494/2412-9208-2022-1-2-204-213.
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The article contains a study of the methodological problem of developing the components of an effective computer-oriented methodological system for teaching the discipline «Theory of Probability with Elements of Mathematical Statistics», which is provided for in the training plan for future teachers of mathematics. The methodical and procedural issues of implementing the method of least squares to determine the functional dependence between the characteristics of the sample of the general population in the mathematical software environment Mathcad are considered. Examples of solving problems of equalizing the values of the characteristics of the sample of the general population along a polynomial of the first degree (linear dependence), a polynomial of the second degree (parabola) and a polynomial of the third degree (cubic parabola) are given. A brief review of the scientific, educational and methodical literature, which is used during the teaching of the course of probability theory with elements of mathematical statistics, was carried out, the expediency of using mathematical software during the development of the content of the specified discipline was substantiated. The provision on the need to develop a complex of test tasks of various levels of complexity from probability theory with elements of mathematical statistics for the purpose of objective assessment of students' educational achievements has been formulated. The article formulates conclusions and outlines the directions of further scientific and pedagogical research in the field of implementation of mathematical statistics methods when finding statistical estimates of a sample of values of a random variable of the general totality. The methodological developments given in the article can be useful to students for the organization and activation of independent scientific and pedagogical activities, teachers of secondary educational institutions, leaders of optional and group work of students, teachers of the course of probability theory with elements of mathematical statistics of pedagogical higher educational institutions. Key words: least squares method, probability theory, elements of mathematical statistics, statistical sample, general totality.
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Silva, Breno Gabriel da, Sthefany Caroline Volpato, Lorena Carolina Rosa Biffi, and Sandra Regina D'Antônio Verrengia. "Combinatory thinking: an approach from the password game." Research, Society and Development 9, no. 11 (December 5, 2020): e86391110662. http://dx.doi.org/10.33448/rsd-v9i11.10662.
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The purpose of this article is to present the paths outlined for the development of combinatorial reasoning and the fundamental principle of counting through problem situations arising from the game. The conception of this work arose from the contact with games at the Mathematics Teaching Laboratory (LEM) and from discussions about new teaching methodologies in the Supervised Internship IV discipline of the Full Mathematics Degree course at the State University of Maringá. In this way, in partnership with LEM, this activity proposal was developed, whose target audience was students from the 8th and 9th years of Elementary School. The Password Game was used as a methodological resource, in order to work the multiplicative principle in a playful way and different from the traditional one. The realization of this activity with the students made us realize that it is possible, through the use of games, to trigger very rich mathematical discussions, as well as to promote learning situations in the classroom.
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Oliveira, Rannyelly Rodrigues de, and Francisco Régis Vieira Alves. "An investigation of the Bivariate Complex Fibonacci Polynomials supported in Didactic Engineering: an application of Theory of Didactics Situations (TSD)." Acta Scientiae 21, no. 3 (July 19, 2019): 170–95. http://dx.doi.org/10.17648/acta.scientiae.v21iss3id3940.
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A research cut will be presented in the Academic Master of the Programa de Pós-Graduação em Ensino de Ciências e Matemática (PGECM) of the Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE). This research used Didactic Engineering with a focus on the Theory of Didactic Situations, evidencing epistemological, cognitive and didactic elements articulated among themselves. This made it possible to mobilize the student's intuitive thinking towards inferential reasoning during the study of the Bivariate Complex Fibonacci Polynomials. Moreover, it had the purpose of inserting an epistemological conception in the teaching of History of Mathematics, considering that the research was applied in the course of Degree in Mathematics in the discipline of History of Mathematics.
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Rowland, Susan, and Daniel Blundell. "Discipline predicts Work Integrated Learning (WIL) practice in Science courses." Journal of Teaching and Learning for Graduate Employability 12, no. 2 (September 6, 2021): 222–59. http://dx.doi.org/10.21153/jtlge2021vol12no2art1237.
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Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem we examined the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive university. The aim of the study was to provide an evidenced discussion of the types and amounts of WIL that different disciplines offer their students. A matrix was used to measure the inclusion of WIL activities in 265 courses (units of study) across all undergraduate programs in a Faculty of Science. The results, which show comparisons between disciplines, year levels, and class sizes. Indicate that a high proportion of courses incorporate WIL, but that some disciplines are significantly more likely to incorporate WIL than others. This study provides important insights into how science students in different disciplines and in different levels of their degree are prepared for the workplace. As we consider how to address graduate employability through integrating WIL in university STEM coursework, this study provides evidence-based justification to initiate reflection about pedagogy.
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Rodgers, Kathy, Shelly Blunt, and Linda Trible. "A Real PLUSS: An Intrusive Advising Program for Underprepared STEM Students." NACADA Journal 34, no. 1 (June 1, 2014): 35–42. http://dx.doi.org/10.12930/nacada-13-002.
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Increasing numbers of underprepared students are admitted to colleges and universities with aspirations of earning a degree in a science, technology, engineering, or mathematics (STEM) discipline. Transitioning to college is difficult for all students, but can be especially challenging for the underprepared STEM student. Many of these students are capable of completing STEM degrees if given additional support during their first-year advising sessions as well as opportunities to strengthen their foundational knowledge prior to enrolling in major-level course work. Pathways Leading to Undergraduate Success in the Sciences (PLUSS) is an intrusive advising program the University of Southern Indiana designed to provide at-risk undergraduate STEM majors with increased academic support. The PLUSS program is associated with increased retention rates.
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Żeber-Dzikowska, Ilona. "Czym jest edukacja biologiczna w wychowaniu człowieka?" Studia Ecologiae et Bioethicae 7, no. 2 (December 31, 2009): 105–18. http://dx.doi.org/10.21697/seb.2009.7.2.09.
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Schools allow to develop and extend the approaches and attitudes in the social, moral, ideological, and religious spheres. The realization of these matters is possible due to the fulfillment of three basic school functions, i.e. didactic, educational, and protective. No one should forget that human education starts already in the period of childhood. Initially, parents introduce the children to the indispensable problems and matters in their future lives. It takes place in the form of games. They satisfy their growing need of gaining the knowledge, by answering numerous questions. They develop the knowledge through practical activities to let them gain experience, that is, organize walks, educational games, and so forth. Then young people begin school education, which influences, to a large degree, their lives. Then, in the educational process, the subject of Biology appears, almost certainly already known thanks to the parents’ education. The scientific discipline called Biology is a very important element in the education of people, which is helpful in understanding their own personalities and the surrounding reality. The wide range of biological contents as well as the short reflection on the subject of gaining the knowledge in the range of Biology allows us to notice, that this discipline, similarly to other disciplines shapes the personality of young, growing up people. All things considered, however, it differs from disciplines such as history, or mathematics, because it is closely and directly related to the human being and functioning, as the basis of human life. Biology, more considerably and effectively, than different disciplines, makes the students sensible towards human needs as well as the needs of nature and its protection.
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Andrade, Fabiana Chagas de, Ana Teresa De Carvalho Correa De Oliveira, and Agnaldo Da Conceição Esquincalha. "O que dizem os Professores das Licenciaturas em Matemática sobre suas Práticas e Percepções em Pré-Cálculo?What do mathematics degree professors say about their practices and perceptions in Precalculus?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 2 (August 27, 2020): 573–603. http://dx.doi.org/10.23925/1983-3156.2020v22i2p573-603.
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NResumoNesta investigação, nosso objetivo geral é compreender como tem sido o ensino de Pré-Cálculo, a partir da visão dos professores da disciplina. Como objetivos específicos, buscamos identificar e descrever o perfil dos professores de Pré-Cálculo, compreender suas visões sobre os objetivos da disciplina e analisar as principais características das aulas nos cursos de licenciatura em Matemática. Nosso corpus de investigação se constituiu de 12 cursos em instituições de ensino superior públicas no estado do Rio de Janeiro que o possuem na estrutura curricular. Ademais, em relação às aulas, intenta-se verificar se existem discussões sobre ensino, e se elas estão relacionadas à formação do professor em Educação Matemática e de sua possível experiência com a educação básica. Esse olhar se deve à especificidade da disciplina, que possui conteúdos usualmente trabalhados na escola, objeto de trabalho dos futuros professores. Para isso, convidamos todos os professores de Pré-Cálculo nos cursos identificados, e conduzimos entrevistas com 17 deles, para identificar seus perfis, analisar como percebem a disciplina e como narram suas práticas. No aspecto metodológico, as respostas às entrevistas foram analisadas com inspiração na Análise Temática de Conteúdo, e os objetivos de Pré-Cálculo na visão dos professores deram origem às categorias: olhar para a formação escolar prévia; olhar para a formação matemática da graduação e olhar para docência, e as práticas em: conteúdos; recursos e desenvolvimento das aulas. Os principais resultados evidenciam que a maioria dos professores não possui formação continuada na área de Educação Matemática, e suas práticas se baseiam nos saberes da experiência. Ademais, ocorrem algumas discussões sobre ensino, sendo fatores importantes a formação em Educação Matemática e a vivência em escolas, mas estes não foram determinantes para a preocupação com a formação didático-pedagógica do licenciando nas aulas de Pré-Cálculo. A partir das falas, inferiu-se que a colaboração e comunicação entre pares, além do interesse em Educação Matemática foram elementos promissores para que discussões sobre ensino ocorressem, oportunizando diferentes possibilidades para Pré-Cálculo nas licenciaturas.Palavras-chave: Pré-Cálculo, Licenciatura em matemática, Transição do ensino médio para o superior, Formação inicial de professores.AbstractThis research aimed to characterize the teaching process of Precalculus from the college professors’ perspective. As specific objectives, we seek to identify and describe the profile of Precalculus professors, understand their views on the purposes of the discipline, and analyze the main characteristics of the classes in the Mathematics degree courses. Our research corpus consisted of 12 courses in public Higher Education Institutions in the state of Rio de Janeiro that have it in the curriculum. Furthermore, about classes, it aims to verify whether there are discussions about teaching and whether they are related to the formation of the teachers in Mathematics Education and their possible experience with basic education. This view is due to the specificity of the discipline, which has contents usually worked at school, the future teachers’ object of work. So, we invited all Precalculus professors from the courses identified and conducted interviews with 17 of them, to identify their profiles, analyze how they perceive the discipline, and what they say about their practices. In the methodological aspect, the answers to the interviews were analyzed inspired in the Thematic Content Analysis, and the objectives of Precalculus in the view of the teachers gave rise to the categories: look into the previous schooling, look into undergraduate mathematics education, and teaching; and practices in: content, and resources and class development. The main results show that most teachers do not have continuing education in Mathematics Education, and their practices are based on experience knowledge. Besides, there are some discussions about teaching, with important factors being the formation in Mathematics Education and the lived experience in schools. Still, these were not decisive for the concern with the didactic-pedagogical training of the degree students in the Precalculus classes. From their speeches, we inferred that collaboration and communication between peers, besides interest in Mathematics Education, were promising elements to foster discussions about teaching, providing different possibilities for Precalculus in degree courses.Keywords: Precalculus, Mathematics degree education, Secondary-tertiary transition, Preservice teacher education.ResumenEsta investigación tuvo como objetivo caracterizar el proceso de enseñanza del Precálculo desde la perspectiva de los profesores universitarios. Como objetivos específicos, buscamos identificar y describir el perfil de los profesores de Precálculo, comprender sus puntos de vista sobre los propósitos de la disciplina y analizar las principales características de las clases en las carreras de Matemáticas. Nuestro corpus de investigación consistió en 12 cursos en Instituciones Públicas de Educación Superior del estado de Río de Janeiro que lo tienen en el plan de estudios. Además, sobre las clases, se pretende verificar si existen discusiones sobre la docencia y si están relacionadas con la formación de los docentes en Educación Matemática y su posible experiencia con la educación básica. Esta visión se debe a la especificidad de la disciplina, que tiene contenidos habitualmente trabajados en la escuela, objeto de trabajo de los futuros profesores. Entonces, invitamos a todos los profesores de Precálculo de los cursos identificados y realizamos entrevistas con 17 de ellos, para identificar sus perfiles, analizar cómo perciben la disciplina y qué dicen de sus prácticas. En el aspecto metodológico, las respuestas a las entrevistas se analizaron inspiradas en el Análisis de Contenidos Temáticos, y los objetivos del Precálculo a la vista de los docentes dieron lugar a las categorías: mirar hacia la escolaridad previa, mirar hacia la educación matemática de formación docente y la docencia. ; y prácticas en: contenido, y recursos y desarrollo de clases. Los principales resultados muestran que la mayoría de los docentes no tienen formación continua en Educación Matemática y sus prácticas se basan en el conocimiento de la experiencia. Además, hay algunas discusiones sobre la docencia, siendo factores importantes la formación en Educación Matemática y la experiencia vivida en las escuelas. Sin embargo, estos no fueron determinantes para la preocupación por la formación didáctico-pedagógica de los estudiantes de grado en las clases de Precálculo. De sus discursos, inferimos que la colaboración y la comunicación entre pares, además del interés por la Educación Matemática, fueron elementos prometedores para fomentar las discusiones sobre la docencia, brindando diferentes posibilidades de Precálculo en la carrera docente.Palabras clave: Precálculo, Licenciatura em Matemáticas, Transición entre la enseñanza secundaria y la universitaria, Formación de profesores.
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Khoza, Simon Bhekumuzi. "Students’ Habits Appear Captured by WhatsApp." International Journal of Higher Education 9, no. 6 (November 15, 2020): 307. http://dx.doi.org/10.5430/ijhe.v9n6p307.
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Exploring students’ habits of using WhatsApp is important: such introspection helps students to reflect, and improve their actions. Habits are subconscious thoughts that drive students, for example, to use WhatsApp, even without concentrating on their learning actions. Habits are formed after students have repeated the same action. Twelve students, registered for a Bachelor of Education degree in Mathematics Education at a university in South Africa, were selected to participate. The objective of this study was to understand students’ habits of using WhatsApp in the learning of mathematics. Reflective activities, focus-group discussion, and one-on-one semi-structured interviews, framed by interpretive case study, were used for data production. The students’ habits revealed that The Tree Three Rings Theory was useful when applied as the learning framework. Such application of the theory generated three categories of habits of WhatsApp usage. Categories were social, discipline/disciplinary, and personal habits. The university at which these students were registered prescribed Moodle as the learning management system (LMS). However, the students mostly used WhatsApp. As a result, they used WhatsApp even during face-to-face classes. It appeared that students had been ‘captured’ by WhatsApp, using it as their ‘master’, instead of using it as both their ‘master’ and ‘servant’. The study concluded that, although there were elements of both personal and discipline habits, the social habits drove the learning. Consequently, this study recommends that students should reflect; using social, discipline, and personal actions as taxonomies of education habits, in order to address societal, individual, and the mathematics education needs.
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Khomuyk, Irina, Ievgeniia Ivanchenko, Oleg Maslii, and Marina Gorlichenko. "INNOVATIVE METHODS IN THE PROCESS OF HIGHER MATHEMATICS FOR FUTURE MILITARY ENGINEERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 254. http://dx.doi.org/10.17770/sie2019vol1.3714.
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In today's conditions, special attention is paid to ensuring the defense capability of the state, which requires from the system of higher military education the training of a future officer capable of solving military-technical problems of any complexity based on the basic knowledge that he received while studying at a higher military educational institution. As the most regulated sphere of education, military education requires the introduction of innovative technologies that will increase the interest of cadets and the degree of materials assimilation, in particular, in the academic discipline «Higher Mathematics». The problem of choosing teaching technologies in higher military educational institutions can be recognized as one of the most important, requiring theoretical and practical development at the level of teaching of each individual discipline and educational process in general. The purpose of the article is theoretical and empirical substantiation of the modern innovative technologies use in the process of studying higher mathematics in higher military educational institutions. The following methods were used during the research: theoretical ‒ the study and analysis of literature on the introduction of innovative technologies into the educational process of higher educational institutions and higher military educational institutions; modeling; empirical ‒ observation, conversation, testing, methods of statistical analysis for the transformation of empirical data into quantitative indicators. The purpose of our experimental study was to determine the impact of the innovative technologies use on the learning process in higher military educational institutions. The results of the experiment showed the effectiveness of the proposed innovative technologies in the process of fundamental training of future military engineers.
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Pessoa da Silva, Karina Alessandra. "Tarefas que Emergem em Atividades de Modelagem Matemática em um Ambiente Educacional de Cálculo Diferencial e Integral." Jornal Internacional de Estudos em Educação Matemática 10, no. 1 (September 13, 2017): 23. http://dx.doi.org/10.17921/2176-5634.2017v10n1p23-40.
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As reflexões apresentadas neste artigo são resultados de uma pesquisa em que identificamos tarefas que emergem em aulas com modelagem matemática quando desenvolvidas em uma disciplina de Cálculo Diferencial e Integral. Para isso, nos fundamentamos nos pressupostos teóricos da modelagem matemática compreendida como uma alternativa pedagógica cujos encaminhamentos seguem as fases da modelagem e nas abordagens de tarefas enquanto ações para o desenvolvimento de uma atividade. Analisamos atividades de modelagem matemática desenvolvidas por três turmas do curso de Licenciatura em Química de uma universidade federal do Paraná. A opção metodológica para as análises e a codificação dos dados é de cunho qualitativo e segue encaminhamentos propostos na Teoria Fundamentada. A partir da codificação e análise dos dados consideramos agrupamentos realizados no que diz respeito a tarefas que emergem das atividades desenvolvidas concluindo que estas se relacionam com a situação em estudo, com a matemática que dela emerge e com o uso da tecnologia, configurando uma teoria fundamentada.Palavras-chave: Educação Matemática. Modelagem Matemática. Cálculo Diferencial e Integral. Tarefas.AbstractThe reflections presented in this article are results of a research in which we identify tasks that emerge in classes with mathematical modelling when developed in a discipline of Integral and Differential Calculus. For this, we based ourselves on the theoretical assumptions of mathematical modelling understood as a pedagogical alternative whose routing follows the phases of modelling and in the approaches of tasks as actions for the development of an activity. We analyzed mathematical modelling activities developed by three classes of the degree course in Chemistry of a federal university of Paraná. The methodological option for the analysis and the codification of the data is of qualitative character and follows directions proposed in the Grounded Theory. From the codification and analysis of the data, we consider groupings carried out with respect to tasks that emerge from the activities developed, concluding that they relate to the situation under study, to the mathematics that emerges from it and to the use of technology, forming a grounded theory.Keywords: Mathematics Education. Mathematical Modelling. Integral and Differential Calculus. Tasks.
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Yin, Yong, Yu Li, Wei Guo Lin, and Er Shi Hua. "Directed-Weighted Modeling of Resource Node in Manufacturing Grid and Its Application Analysis." Advanced Materials Research 472-475 (February 2012): 2626–31. http://dx.doi.org/10.4028/www.scientific.net/amr.472-475.2626.
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Complex network has penetrated into numerous fields including mathematics and sciences, life science and engineering discipline, with strong interdisciplinary features. This paper applies the complex network theory into Manufacturing Grid field by abstracting multi-node network in Manufacturing Grid into complex network. Firstly, the characteristics of the direction and weight of the resource node in Manufacturing Grid are analyzed. Then, complex network modeling of resource nodes in Manufacturing Grid is launched. Some possible application such as node degree, shortest path between two nodes and role of node are discussed. Finally, typical examples of complex network, for example, the distribution of resource node degree and the shortest path between manufacturing subtasks are provided. The work of the paper supplies a new sight and approach to the research and study on Manufacturing Grid.
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Ferrando Palomares, Irene, Desamparados Hurtado Soler, and María José Beltrán Meneu. "Formación STEM en el grado de maestro: una experiencia docente." @tic. revista d'innovació educativa, no. 20 (June 21, 2018): 35. http://dx.doi.org/10.7203/attic.20.10946.
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The aim of this work is to evaluate the design of the subject ICT as a teaching resource in science and mathematics taught in the Bachelor's Degree in Primary Education of the Universitat de València, during the academic courses 2013-14 and 2014-15. The analysis is based on the works of the students and their responses to a questionnaire. The purpose of the subject is to train pre-service teachers in the STEM discipline to make them able to teach Science and Mathematics in an integrated way throughout the Information and Communication Technologies (ICT). The results show a high interest of the students in the subject, the design of activities and the cooperative work. However, some difficulties are identified related to the interdisciplinary teaching of science and mathematics in elementary courses. The application of ICT in the STEM teaching is an opportunity to develop the teaching competence.
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Nerio, Ron, Althea Webber, Effie MacLachlan, David Lopatto, and Avrom J. Caplan. "One-Year Research Experience for Associate’s Degree Students Impacts Graduation, STEM Retention, and Transfer Patterns." CBE—Life Sciences Education 18, no. 2 (June 2019): ar25. http://dx.doi.org/10.1187/cbe.19-02-0042.
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The CUNY Research Scholars Program (CRSP) provides a yearlong faculty-mentored research experience to associate’s degree students. The program takes place at all 10 associate’s degree–granting colleges within the City University of New York system. We report on a mixed-methods study of 500 students who participated in the program during its initial 3 years. Quantitative longitudinal assessments revealed that students who engaged in CRSP were more likely to be retained in a science, technology, engineering, and mathematics (STEM) discipline or to graduate with a STEM degree than their counterparts in a matched comparison group. Furthermore, students who participated in CRSP demonstrated an increased likelihood of transferring to the more research-intensive 4-year schools within the CUNY system and to R1 universities outside the CUNY system. CRSP students reported an increased sense of belonging in college based on survey data, and focus groups with their mentors provided insight into the factors that led to the gains listed above. These combined results—of student data analysis, student surveys, and mentor focus groups—provide evidence that early research experiences for associate’s degree students contribute to their academic success.
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Braz, Lúcia Helena Costa, Lucimar Alves de Almeida, and Caroline Ester Felicíssimo Pinto. "A utilização do jogo Contig 60 como recurso didático em aulas de matemática: uma experiência com alunos do 7º ano." ForScience 8, no. 2 (October 6, 2020): e00765. http://dx.doi.org/10.29069/forscience.2020v8n2.e765.
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O presente trabalho tem como objetivo apresentar um relato de experiência sobre o uso de jogos nas aulas de Matemática, mais especificamente, sobre o uso do Jogo Contig 60 em uma turma do 7º ano do Ensino Fundamental de uma escola pública da cidade de Formiga/MG. A experiência foi resultado de uma proposta de atividade feita na disciplina Laboratório para o Ensino de Matemática do curso de Licenciatura em Matemática do Instituto Federal de Minas Gerais – IFMG, Campus Formiga, no semestre 2019/1. Trata-se da aplicação de um jogo em uma turma da Educação Básica, a fim de oportunizar aos licenciandos uma experiência docente e uma reflexão sobre a prática, tendo por base as discussões realizadas na disciplina acerca do uso de jogos no ensino de Matemática. O jogo em si tinha por objetivo trabalhar as quatro operações básicas, a formulação e resolução de expressões numéricas e o desenvolvimento dos raciocínios lógico e indutivo. Os resultados mostraram que o uso desse jogo em sala de aula possibilitou um trabalho lúdico da Matemática, a participação ativa dos estudantes durante o desenvolvimento da atividade, a socialização entre os colegas, a percepção de uma mudança na postura do docente que, de detentor do conhecimento, passou a mediador da aprendizagem dos alunos (experiência vivenciada pelas pesquisadoras envolvidas na atividade) e o despertar da motivação nos alunos, essencial para a aprendizagem. Palavras-chave: Ensino de matemática. Jogos no ensino de matemática. Contig 60. The use of the contig 60 game as a teaching resource in mathematics classes: an experience with 7th year students Abstract The present work aims to present an experience report on the use of games in Mathematics classes, more specifically, on the use of the Contig 60 Game in a class of the 7th grade of Elementary School in a public school in the city of Formiga (MG) ). The experience was the result of an activity proposal made in the discipline Laboratory for Teaching Mathematics in the Mathematics Degree course at the Federal Institute of Minas Gerais - IFMG, Campus Formiga, in the semester 2019/1. It is the application of a game in a Basic Education class, in order to provide the undergraduates with a teaching experience and a reflection on the practice, based on the discussions held in the discipline about the use of games in the teaching of Mathematics . The game itself aimed to work on the four basic operations, the formulation and resolution of numerical expressions and the development of logical and inductive reasoning. The results showed that the use of this game in the classroom enabled a playful work in Mathematics, the active participation of students during the development of the activity, socialization among colleagues, the perception of a change in the attitude of the teacher who, knowledge, became a mediator of student learning (experience lived by the researchers involved in the activity) and the awakening of motivation in students, essential for learning. Keywords: Mathematics teaching. Games in the teaching of mathematics. Contig 60.
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Al-Furaiji, Khadija Wajid Abboud Muhur. "The Role on Training Concerning Behavior of the Development Regarding the Utility Concerning Affirmative Leadership On." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 7 (July 20, 2019): 206–8. http://dx.doi.org/10.36344/ccijhss.2019.v05i07.003.
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The purpose about the study was in conformity with discover the stage on presidency behavior potential amongst students on the teams and scholar things to do yet to check the effectiveness over the program Guidance based totally concerning affirmative coaching In enhancing theirs president ship behavior, a descriptive analytical approach was once ancient to answer questions Descriptive, then semi-experimental processes in accordance with instruction the hypotheses over the pilot study, the discipline population is (230) students Of the college students on the scholar teams at the University regarding Murtha, the leading behavior strip was once utilized out of the researcher's sample after (117) college students (10) college students whosoever showed a low degree on leading behavior, yet after the implementation about the development-based expansion program.
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Al-Furaiji, Khadija Wajid Abboud Muhur. "The Role on Training Concerning Behavior of the Development Regarding the Utility Concerning Affirmative Leadership On." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 7 (July 20, 2019): 206–8. http://dx.doi.org/10.36344/ccijhss.2019.v05i07.003.
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The purpose about the study was in conformity with discover the stage on presidency behavior potential amongst students on the teams and scholar things to do yet to check the effectiveness over the program Guidance based totally concerning affirmative coaching In enhancing theirs president ship behavior, a descriptive analytical approach was once ancient to answer questions Descriptive, then semi-experimental processes in accordance with instruction the hypotheses over the pilot study, the discipline population is (230) students Of the college students on the scholar teams at the University regarding Murtha, the leading behavior strip was once utilized out of the researcher's sample after (117) college students (10) college students whosoever showed a low degree on leading behavior, yet after the implementation about the development-based expansion program.
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Antonyuk, Valentina. "TO THE 70th ANNIVERSARY OF THE SUSU DEPARTMENT OF ECONOMIC THEORY, REGIONAL ECONOMICS, AND STATE AND MUNICIPAL MANAGEMENT." Bulletin of the South Ural State University series "Economics and Management" 16, no. 1 (2022): 165–71. http://dx.doi.org/10.14529/em220116.
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The article is devoted to the evolution of scientific schools of the Department of Economic Theory, Regional Economics, and State and Municipal Management of South Ural State University (National Research University), which celebrates the 70th anniversary since its formation this year. During its development, it has gone from a service department (teaching the “Political Economy” discipline) to the department combining the functions of a service (teaching the “Economics” discipline) and a graduate one (Bachelor's and Master's degree programs) in the “State and Municipal Administration” field of training. Various research has been conducted at the department. Initially it studied the “Macro- and microeconomical problems of the evolution of socio-economic problems”. Later it engaged in the “Study of the nature of transformation processes in the Russian economy during the transition to the market period”. Today it conducts active research on the problems of the regional economy and municipal management. Many of the department’s teaching staff members participate in the regional expert community of Chelyabinsk and the Chelyabinsk Region. In connection with the strategic scientific projects of the Priority 2030 Program, the following fields have become the focus of scientific research: “Analyzing the promising specializations in the region's industrial space”, “Research and evaluation of the agglomeration effects in the economic space of the subjects of the Russian Federation”.
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Vlasov, Dmitriy A. "PrecisionTree tool in future economist's applied mathematical training system." Yaroslavl Pedagogical Bulletin 5, no. 122 (2021): 78–87. http://dx.doi.org/10.20323/1813-145x-2021-5-122-78-87.
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The construction and study of models of economic situations in the form of decision trees is a professionally significant educational topic, which is reflected in the disciplines «Decision Theory», «Game Theory», «Mathematical Foundations of Financial Decisions», etc. Informatization of the educational process based on the new PrecisionTree tool allows not only a complete quantitative analysis of the economic situation under consideration, but also a primary visual analysis of decisions based on the data presented in the MS Excel spreadsheet without involving quantitative characteristics to clarify many possible outcomes and their possible consequences. The article shows how the use of the PrecisionTree tool as part of the teaching of the academic discipline «Theory of Decision Making» at the Institute of Mathematics, Information Systems and Digital Economics in Plekhanov REU allows you to introduce students of an economic undergraduate to new problems of decision theory arising from the professional activities ofreal economic agents (entrepreneurs, manufacturing firms, investors, etc.), mechanisms for choosing the optimal solution and instrumental implementation of the justification of this choice. The identified five methodological features make it possible to fully unleash the research and instrumental potential of the PrecisionTree tool in the practice of training the future economist. In addition, thirteen tools, the possibilities of which are disclosed in this article, allow us to organize the educational and cognitive activities of a student of an economic bachelor's degree in a new way
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Ari Utari, Ida Ayu Putu, and Ratna Sari Widiastuti. "Faktor-faktor yang Mempengaruhi Mahasiswa Terhadap Pemilihan Kompetensi di Program Studi Matematika Universitas Udayana." Jurnal Matematika 11, no. 2 (December 31, 2021): 135. http://dx.doi.org/10.24843/jmat.2021.v11.i02.p143.
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Tertiary education is a level of education after secondary education; it includes associate program, bachelor program, master program, specialist program, and doctorate program held by a higher educational institution. Through this higher educational institution, the students are taught to be professionals and experts in a certain area of discipline. Universitas Udayana, the oldest university in Bali, is one of the top universities in Indonesia that provides people with a high-quality education. One of the faculties in it is the faculty of mathematics and natural sciences which has six bachelor’s degree study programs, for example, mathematics program. This study program has three competencies, namely computational mathematics, financial mathematics, and statistics. Each competence has its respective applicant and the students have a certain consideration before choosing a certain competence. This study aimed to know the factors affecting the selection of a certain competence in the mathematics program in Universitas Udayana. The data analysis technique used here was the multiple regression analysis by modeling the dependent variables and independent variables. This study found that that the prospect of a certain competence had the most dominant effect on the students’ decision in choosing the competence in the Mathematics program in Universitas Udayana.
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Gonzales, Kátia Guerchi, Katia Alexandra de Godoi Silva, and Oswaldo da Silva Lopes Júnior. "Reflexões Sobre a Apropriação das Tecnologias Digitais no Ensino de Matemática: uma Proposta a Partir de uma Revisão Teórica." Journal Internacional de Estudos em Educação Matemática 14, no. 3 (December 15, 2021): 302–11. http://dx.doi.org/10.17921/2176-5634.2021v14n3p302-311.
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ResumoEste trabalho tem por objetivo apresentar uma revisão teórica do conceito de apropriação tecnológica por professores a partir das ideias de Borges (2009) e Borges e Valente (2018) e discutir a possibilidade do trabalho com esse referencial teórico no contexto da Educação Matemática. Trata-se de uma pesquisa qualitativa, conforme Severino (2017) que a partir de um levantamento bibliográfico, de acordo com Galvão (2011), apresenta discussões analíticas que se baseiam nas fases que as tecnologias educacionais foram inseridas na sala de aula de matemática e, nos programas e projetos no Brasil com a finalidade de incorporar essas as tecnologias no contexto escolar. Os resultados reforçam a potencialidade do conceito de apropriação em pesquisas que visam discutir a formação de professores de Matemática. Por isso, apresentamos uma proposta que permite a partir das experiências e relatos de professores de Matemática tecer a compreensão sobre as concepções em relação a inserção, integração e apropriação da tecnologia no trabalho docente dentro da disciplina de Matemática. Palavras-chave: Tecnologia Educacional. Educação Matemática. Licenciatura em Matemática. Políticas Públicas. Abstract: This paper aims to present a theoretical review of the concept of technological appropriation by teachers from the ideas of Borges and Valente (2018) and discuss the possibility of working with this theoretical framework in the context of Mathematics Education. It is a qualitative research, according to Severino (2017) which, based on a bibliographic survey, according to Galvão (2011), presents analytical discussions that are based on the phases that educational technology were inserted in the mathematics classroom and, in programs and projects in Brazil with the purpose of incorporating technologies in the school context. The results reinforce the potential of the concept of appropriation in research that aims to discuss the formation of mathematics teachers. For this reason, we present a proposal that allows, based on the experiences and reports of Mathematics teachers, to weave an understanding of the conceptions in relation to the insertion, integration and appropriation of technology in teaching work within the discipline of Mathematics. Keywords: Educational Technology. Mathematics Education. Degree in Mathematics. Public Policy.
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Liu, Jianqing, and Yifei Wang. "Study on Academic Evaluation Practice of Theoretical Courses of Sports Basketball Education under the Concept of Quantitative Evaluation." Mathematical Problems in Engineering 2022 (August 20, 2022): 1–7. http://dx.doi.org/10.1155/2022/9151943.
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The report of the 20th National Congress of the Communist Party of my country clearly pointed out that it is necessary to cultivate high-quality teachers, which means improving the physical education ability of our country. The construction of physical education teachers in colleges and universities should not only have good professional skills but also have a profound theoretical foundation, which requires strengthening their teaching evaluation. Therefore, evaluating their teaching effects has become an important topic in the current teaching reform. For a long time, the theoretical teaching performance evaluation of domestic university sports majors mostly adopts quantitative methods such as paper and pen, pursuing precision, and quantification, thus greatly improving the comprehensive quality of students. This study is to analyze the academic performance of vocational basic courses of basketball in colleges and universities, using the quantitative evaluation method and developmental evaluation idea. The conclusion is that the teaching emphases of each discipline can be distinguished based on the evaluation criteria of teachers’ academic qualifications and quantitative evaluation so as to find the development direction of each discipline of sports basketball and the degree of goal completion.
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Nillsen, R. "Can the love of learning be taught?" Journal of University Teaching and Learning Practice 1, no. 1 (January 1, 2004): 4–13. http://dx.doi.org/10.53761/1.1.1.2.
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This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is the use of analogy as a means of breaking out of one discipline and making connections with another, with mathematics and history being used as a possible example. Some of the issues raised are explored in more depth in the notes at the end of the paper, to which there are references in the main text. About the author. Rodney Nillsen studied literature, mathematics and science at the University of Tasmania. He proceeded to postgraduate study at The Flinders University of South Australia, studying mathematics under Igor Kluvánek and, through him, coming into contact with the European intellectual tradition. He held academic positions at the Royal University of Malta and the University College of Swansea, Wales. Upon returning to Australia, he took up a lecturing position at the University of Wollongong, where he continues to teach and conduct research in pure mathematics. At the University he is a member of Academic Senate and is the Chair of the Human Research Ethics Committee. He received a Doctor of Science degree from the University of Tasmania in 2000. His interests include literature, classical music and the enjoyment of nature.
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Benedito, Rosinângela Cavalcanti da Silva, and Simone Lucena. "Online education, notes on the experience in the Licentiate Degree in Mathematics at the Federal University of Campina Grande." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (June 1, 2021): e12481. http://dx.doi.org/10.20952/jrks2112481.
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We live in a time of cyberculture, in the constant presence of digital network, social networks, the constant use of applications and devices of Information and Communication Technology and it is important that education is engaged in this reality. The experience in graduate education has presented researchers with different perspectives and who have been studying online education and its devices and interfaces for a long time. Online education has become, since 2020, a reality at all levels of education, and teachers at universities have also had to adapt their practice so that teaching takes place, respecting the rules of physical distance, due to the situation of pandemic that we experience. Thus, this article aims to present and analyze the results of the use of resources and interfaces in the development of the Mathematics Teaching Practice course in the Elementary School of the Mathematics Degree Course at the Teacher Training Center of the Federal University of Campina Grande (UFCG), Cajazeiras campus, in Paraíba. And in this way, reflect on the influence of learning developed in the Doctorate in Education by the Federal University of Sergipe (UFS) and in the Research Group on Education and Digital Cultures (ECult) in teaching practice. For the development of this work, questionnaires made to students at the beginning and at the end of the academic period were used as an evaluation, identification of the studies carried out in the preparation and of the interfaces used, as well as reports of the activities and presentation of the results of the discipline. When analyzing the use of technologies in the teaching of Mathematics Teaching Practice, what is observed is that it was necessary to adapt the actions provided for in the curriculum component's menu, but it was possible to introduce interfaces never used before in the course and develop activities in an innovative way. and with learning that will remain in the next periods, even in person and that this practice was directly influenced by the guidance and experiences in the doctorate and in the Research Group.
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Muhammad, Faqir, Professor Dr Matloob Ahmed, and Dr Jameel Ahmad Shahzad. "The Role of Jamia Rizvia Faisalabad in Contribution of Islamic Teachings." Al Khadim Research journal of Islamic culture and Civilization 2, no. 3 (December 31, 2021): 25–41. http://dx.doi.org/10.53575/arjicc.v2.03(21)u3.25-41.
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JamiaRizvia “Mezher-ul-Islam” is located in Jhang Bazar Faisalabad. This great Islamic Institute was founded by HazratAllamaSardar Ahmad Chishti Qadri who was great Islamic Scholar, Researcher and Learned personality in the discipline of Quran, Hadith, Islamic Jurisprudence and Arabic Language.TheJamiaRizvia has produced many Ulamas, Orators, Debaters and Authorswhich are serving as Islamic Preachers, CivilGovernmental servants in different official Institution. This Islamic Institute is not only delivering the Islamic and Arabic studies but also current educational courses like as: English, Urdu, Mathematics, Sociology, and Computer Science Pak Studies. So, it can be said that the scholar qualified from this Institution has full command over the Islamic and Modern knowledges. Dueto great effective and appreciable way of Teaching, the last degree of Dars-i- Nizami(Al.Shahadat-ul-Alimyya)is considered equivalent to M.A Islamiat and Arabic.
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Li, Ming, and Chen Zhai Luzi. "Influence of Ideological and Political Integration of Curriculum Based on Deep Learning on the Teaching Design of Sports Aerobics." Mathematical Problems in Engineering 2022 (May 26, 2022): 1–9. http://dx.doi.org/10.1155/2022/8018962.
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Course ideology and politics (CIAP) have been proposed in recent years, and the concept is relatively new. Therefore, there are few studies related to aerobics in this field, and the related system is not perfect. On the one hand, the research is conducive to broadening the vision of ideological and political education research and promoting the development and reform of CIAP into the physical education discipline. In recent years, the development of deep learning has been rapid. Among them, artificial neural networks (ANNs) have a high degree of nonlinear learning ability, and ANN algorithms have been widely used in data mining applications. Therefore, this paper proposes a method for evaluating the impact of deep learning-based CIAP integration into the sports aerobics teaching design.
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Denaro, Kameryn, Kimberly Dennin, Michael Dennin, and Brian Sato. "Identifying systemic inequity in higher education and opportunities for improvement." PLOS ONE 17, no. 4 (April 8, 2022): e0264059. http://dx.doi.org/10.1371/journal.pone.0264059.
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It is well established that there is a national problem surrounding the equitable participation in and completion of science, technology, engineering, and mathematics (STEM) higher education programs. Persons excluded because of their ethnicity or race (PEERs) experience lower course performance, major retention, sense of belonging, and degree completion. It is unclear though how pervasive these issues are across an institution, from the individual instructor, course, and discipline perspectives. Examining over six years of institutional data from a large-enrollment, research-intensive, minority-serving university, we present an analysis of racial opportunity gaps between PEERs and non-PEERs to identify the consistency of these issues. From this analysis, we find that there is considerable variability as to whether a given course section taught by a single instructor does or does not exhibit opportunity gaps, although encouragingly we did identify exemplar instructors, course-instructor pairs, courses, and departments that consistently had no significant gaps observed. We also identified significant variation across course-instructor pairs within a department, and found that certain STEM disciplines were much more likely to have courses that exhibited opportunity gaps relative to others. Across nearly all disciplines though, it is clear that these gaps are more pervasive in the lower division curriculum. This work highlights a means to identify the extent of inequity in STEM success across a university by leveraging institutional data. These findings also lay the groundwork for future studies that will enable the intentional design of STEM education reform by leveraging beneficial practices used by instructors and departments assigning equitable grades.
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Yang, Yang, and Joan M. Barth. "A Q factor analysis approach to understanding female college students’ attitudes toward multiple STEM disciplines." Methodological Innovations 10, no. 3 (July 2017): 205979911773870. http://dx.doi.org/10.1177/2059799117738704.
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Research on gender disparities in STEM (Science, Technology, Engineering, and Mathematics) has paid little attention to the fact that not all STEM disciplines experience the same degree of gender imbalance. Previous research has primarily examined a single STEM discipline or combined STEM disciplines in their analyses. This study addressed some of the limitations of previous research using an innovative statistical approach, Q factor analysis (QFA). QFA is used to explore multifaceted human perceptions, behaviors, and experiences. It enables researchers to categorize people based on their pattern of responses and opinions on a certain topic, in contrast to the more commonly used R factor analysis that categorizes variables. QFA was applied to a sample of 98 female undergraduate students who were enrolled in introductory STEM courses. Participants competed a survey that assessed their attitudes, experiences and beliefs about math, science, and computers. Questions tapped into constructs typically used in social cognitive models of academic and career choices. Two typologies emerged from the analyses. The math-computer group had favorable attitudes and beliefs toward math and computers and less interest in science; whereas the science group had more favorable attitudes and beliefs towards science. Participants’ major choice and self-reported academic support aligned with the two groups in ways that were consistent with the groups’ interests. The study demonstrates the potential for QFA to be applied with various types of data on a wide range of topics and to address questions that are not easily answered using traditional statistical approaches.
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Zhilmagambetova, R., A. Mubarakov, and A. Alimagambetova. "ANALYSIS OF THE EFFECTIVENESS OF THE USE OF ADAPTIVE TRAINING PLATFORMS IN SECONDARY VOCATIONAL EDUCATION." Scientific Journal of Astana IT University, no. 9 (March 30, 2022): 4–13. http://dx.doi.org/10.37943/aitu.2022.33.90.001.
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The article considers the tasks and features of mathematics training for studentsof secondary vocational education. Special attention is paid to the need to solve the problemof adaptation of students to the conditions of study in college and the organization ofindependent work. In this regard, the authors propose to make wider use of the practiceof adaptive learning as innovative pedagogical tools. The article considers the concept ofthe effectiveness of adaptive personalized learning and suggests the directions by which itcan be evaluated. As an example, the experience of implementing an adaptive educationalcourse “Mathematics”, designed in the Articulate Storyline platform, is analyzed. The moduleis designed to organize and support adaptive learning of students of the Department ofInformation Systems by means of adaptive educational technologies. The results of thetraining are analyzed, and the possibilities of the Articulate Storyline platform in ensuringthe independent work of students are presented. The main part of the article is devotedto evaluating the effectiveness of e-learning using an adaptive educational platform. Withthe help of questionnaires and tools of the Articulate Storyline platform, an assessment ofthe educational result achieved was made, the degree of motivation of students to masterthe discipline of mathematics was analyzed, and the attitude of students to the process ofe-learning using an adaptive educational platform was investigated.
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Et. al., Swathine K. ,. "A Multi-Objective Dragongfly Optimization for Requirement Traceability Establishment." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 10, 2021): 2523–32. http://dx.doi.org/10.17762/turcomat.v12i2.2200.
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Software traceability is a crucial component of various exact software development process and it is needed for various component certification and approval process in security system. With the tremendous growth of system, traceability is considered as a recent research topic. The traceability is a software development process that is indefinable. Various manufacturers struggle in predicting the appropriate traceability degree for their needs and produce the appropriate set of traceability links. The effort, cost, and discipline have to be maintained with tracking links with the faster development of software systems that are extremely higher. Also, it produces various advantages in practical realization; as it can be either ad-hoc or not properly defined traceability process, produces poor training or lack of effectual tool support. Moreover, the traceability process has to be determined as it can diminish the development effort and to enhance the development process. Generally, traceability research is based on empirical investigations for exploring newer investigational queries or to compute newer tracing methods. Here, this work concentrates on traceability, functional requirements, link establishment. It shows a better trade-off among the prevailing approaches.
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Oliveira, Gerson Pastre. "Formação para a pesquisa científica: trajetórias híbridas, ativas e colaborativas em um Programa de Pós-Graduação em Educação MatemáticaEducation for scientific research: hybrid, active and collaborative trajectories in a Postgraduate Program in Mathematics Education." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 3 (January 9, 2021): 105–37. http://dx.doi.org/10.23925/1983-3156.2020v22i3p105-137.
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ResumoO presente artigo descreve uma investigação que ocorreu no âmbito de um grupo de mestrandos em Educação Matemática que cursavam a disciplina “Metodologia da Pesquisa” do Programa de Estudos Pós-Graduados em Educação Matemática da PUC-SP. A estratégia aplicada no desenvolvimento das aulas foi criada a partir de um planejamento que previa o uso de metodologias ativas, ensino híbrido e que tinha, como referência para as atividades propostas, a Teoria das Situação Didáticas. O principal objetivo era o de criar um contexto de discussões e um espaço de trabalho com interações presenciais e virtuais de modo a fornecer elementos para que os alunos iniciassem suas trajetórias como pesquisadores e começassem a escrever as respectivas dissertações, movimento classificado por eles como de grande dificuldade. O texto detalha as intervenções, em regime colaborativo, que os estudantes construíram, as discussões realizadas, os progressos alcançados, além de detalhes relativos à estrutura da disciplina que foram criados para incentivar o processo de formação pretendido.Palavras-chave: Colaboração, metodologias ativas, ensino híbrido, formação de pesquisadores, teoria das situações didáticas. AbstractThis article describes an investigation that occurred within a group of masters´ degree students in Mathematics Education that studied the discipline "Methodology of Research" of the Program of Postgraduate Studies in Mathematical Education of PUC-SP. The strategy applied in the development of classes was created from a planning that predicted the use of active learning methodologies, hybrid teaching and that had, as a reference for the proposed activities, the Theory of Didactic Situations. The main objective was to create a context of discussions and a workspace with face-to-face and virtual interactions in order to provide elements for the students to begin their trajectories as researchers as well as to begin to write the respective dissertations, a movement classified by them as very difficult. The text details the collaborative interventions the students have built, the discussions held, the progress made, as well as details of the discipline structure that were created to encourage the intended education process.Keywords: Collaboration, active learning methodologies, hybrid teaching, researchers’ education, didactical situations theory. ResumenEste artículo describe una investigación que se desarrolló en el ámbito de un grupo de estudiantes de maestría en Educación Matemática que cursaban la asignatura "Metodología de la Investigación" del Programa de Estudios de Postgrado en Educación Matemática de la PUC-SP. La estrategia aplicada en el desarrollo de las clases se creó a partir de una planificación que preveía el uso de metodologías activas, docencia híbrida y que tenía como referencia para las actividades propuestas, la Teoría de Situaciones Didácticas. El objetivo principal fue crear un contexto de discusiones y un espacio de trabajo con interacciones presenciales y virtuales con el fin de brindar elementos para que los estudiantes iniciasen sus trayectorias como investigadores y empezasen a escribir sus respectivas disertaciones, movimiento que calificaron como de gran dificultad. El texto detalla las intervenciones colaborativas que construyeron los estudiantes, las discusiones realizadas, los avances logrados, así como detalles relacionados con la estructura de la disciplina que se crearon para incentivar el proceso de formación pretendido.Palabras clave: Colaboración, metodologías activas, docencia híbrida, formación de investigadores, teoría de situaciones didácticas.
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Oliveira, Gerson Pastre. "Formação para a pesquisa científica: trajetórias híbridas, ativas e colaborativas em um Programa de Pós-Graduação em Educação MatemáticaEducation for scientific research: hybrid, active and collaborative trajectories in a Postgraduate Program in Mathematics Education." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 3 (January 9, 2021): 105–37. http://dx.doi.org/10.23925/1983-3156.2020v22i3p105-137.
Full textAbstract:
ResumoO presente artigo descreve uma investigação que ocorreu no âmbito de um grupo de mestrandos em Educação Matemática que cursavam a disciplina “Metodologia da Pesquisa” do Programa de Estudos Pós-Graduados em Educação Matemática da PUC-SP. A estratégia aplicada no desenvolvimento das aulas foi criada a partir de um planejamento que previa o uso de metodologias ativas, ensino híbrido e que tinha, como referência para as atividades propostas, a Teoria das Situação Didáticas. O principal objetivo era o de criar um contexto de discussões e um espaço de trabalho com interações presenciais e virtuais de modo a fornecer elementos para que os alunos iniciassem suas trajetórias como pesquisadores e começassem a escrever as respectivas dissertações, movimento classificado por eles como de grande dificuldade. O texto detalha as intervenções, em regime colaborativo, que os estudantes construíram, as discussões realizadas, os progressos alcançados, além de detalhes relativos à estrutura da disciplina que foram criados para incentivar o processo de formação pretendido.Palavras-chave: Colaboração, metodologias ativas, ensino híbrido, formação de pesquisadores, teoria das situações didáticas. AbstractThis article describes an investigation that occurred within a group of masters´ degree students in Mathematics Education that studied the discipline "Methodology of Research" of the Program of Postgraduate Studies in Mathematical Education of PUC-SP. The strategy applied in the development of classes was created from a planning that predicted the use of active learning methodologies, hybrid teaching and that had, as a reference for the proposed activities, the Theory of Didactic Situations. The main objective was to create a context of discussions and a workspace with face-to-face and virtual interactions in order to provide elements for the students to begin their trajectories as researchers as well as to begin to write the respective dissertations, a movement classified by them as very difficult. The text details the collaborative interventions the students have built, the discussions held, the progress made, as well as details of the discipline structure that were created to encourage the intended education process.Keywords: Collaboration, active learning methodologies, hybrid teaching, researchers’ education, didactical situations theory. ResumenEste artículo describe una investigación que se desarrolló en el ámbito de un grupo de estudiantes de maestría en Educación Matemática que cursaban la asignatura "Metodología de la Investigación" del Programa de Estudios de Postgrado en Educación Matemática de la PUC-SP. La estrategia aplicada en el desarrollo de las clases se creó a partir de una planificación que preveía el uso de metodologías activas, docencia híbrida y que tenía como referencia para las actividades propuestas, la Teoría de Situaciones Didácticas. El objetivo principal fue crear un contexto de discusiones y un espacio de trabajo con interacciones presenciales y virtuales con el fin de brindar elementos para que los estudiantes iniciasen sus trayectorias como investigadores y empezasen a escribir sus respectivas disertaciones, movimiento que calificaron como de gran dificultad. El texto detalla las intervenciones colaborativas que construyeron los estudiantes, las discusiones realizadas, los avances logrados, así como detalles relacionados con la estructura de la disciplina que se crearon para incentivar el proceso de formación pretendido.Palabras clave: Colaboración, metodologías activas, docencia híbrida, formación de investigadores, teoría de situaciones didácticas.
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Capacio, Leadean Jay. "Improving Mathematics Achievement in the New Normal Education System Using Genyo E-Learning." International Journal of Theory and Application in Elementary and Secondary School Education 3, no. 2 (October 31, 2021): 07–21. http://dx.doi.org/10.31098/ijtaese.v3i2.524.
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Mathematics as a discipline effectively learned when teacher-assisted instruction is present has now aided with computer-assisted learning. This study assessed the effectiveness of Genyo-E-Learning in Online Distance Learning through a quasi-experimental pretest-posttest control group design. Pupils have matched accordingly with their Mathematics grades in the third-grading period. Pretest underwent KR20 and Levene’s Test of Homogeneity of Variance to see if the covariate is reliable and groups are at the same level. As shown in the Schema of Classes, the researcher designed two lesson outlines with different structures for the intact groups covering the topic: Circumference of a Circle. The lesson for the Control Group was delivered through the Conventional Virtual Lecture Method, while the Experimental Group had Genyo E-Learning as an aid for transmission. The post-test scores were the basis as to what group the significant difference favors. Post-tests were treated with ANCOVA at a 0.05 significance level. The researcher used the National Achievement Test Descriptive Equivalence Table to determine groups' mastery level and used the Evaluation Form on the Excerpts of Online Classes to evaluate the degree of pupils' interactivity toward the lesson. Mathematics Achievement of pupils taught with Genyo E-Learning is greater than that of Conventional Virtual Lecture Method teaching and rated Very Satisfactorily and Satisfactorily respectively based on Interactivity Evaluation. More pupils from the Experimental Group achieved Mastered Level based on the Achievement Level Scale. Genyo E-Learning Systems could improve Mathematics Achievement in the New Normal Education System.
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Imam, Tasadduq, Michael Cowling, and Narottam Das. "Designing Computer Games to Teach Finance and Technical Concepts in an Online Learning Context: Potential and Effectiveness." Mathematics 10, no. 22 (November 10, 2022): 4205. http://dx.doi.org/10.3390/math10224205.
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Designing computer games to educate students is not a new technique. Not all disciplines, however, embed the same degree of cognitive load, and not all game design approaches are appropriate across contexts. Teaching technical business disciplines, such as finance, using a game imposes specific challenges, especially when the subject is offered online and to students who may not be from relevant technical backgrounds. However, there has only been limited attention concerning the use of game-based learning (GBL) for teaching finance at the higher education level, especially when delivered online. This article explores the potential of GBL to teach finance at an Australian university. We further present the outcomes of a survey of students’ experiences concerning the unique business simulation tool. The results reveal that while a game-based intervention can positively affect students’ learning in a technical discipline, such as finance, the design also needs to be such that the players can relate the experience to learning goals and practical needs for satisfactory outcomes. A defining aspect of this research is using Bayesian analysis, capable of gaining insights irrespective of sample size, yet not widely used in the higher education research area in favour of the frequentist analysis. Bayesian analysis shows a high probability of the educational game achieving positive or satisfactory ratings. Further, two aspects of a game—functionalities and usability and perception of impact—are particularly noted to influence the game’s overall rating. Overall, the outcomes from this research call for careful consideration of the learners’ requirements and capability towards ensuring an enjoyable outcome rather than just focusing on a game’s content or context.
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Gershon, David. "Introduction to the special issue: Intelligent control for manipulation." Robotica 12, no. 2 (March 1994): 97–99. http://dx.doi.org/10.1017/s0263574700016672.
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This special issue is concerned with the intelligent control of robots in the performance of manipulation tasks. First we will try to define what we mean by intelligent control and by manipulation tasks.Unfortunately, intelligent control is a somewhat imprecise term, just like the word control itself, so that its meaning can vary widely depending on the application and on the writer's scientific discipline. In general terms, we can say that intelligent control implies some degree of autonomy in performing a task while accommodating uncertainty. In the control of sensor-based robot systems, we could characterize an intelligent controller as one with the following capabilities;
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Bisognin, Eleni, Vanilde Bisognin, and Etiane Bisognin Rodrigues. "A Learning Trajectory to the Understanding of the Curve Length Concept." Acta Scientiae 21, no. 3 (July 19, 2019): 24–40. http://dx.doi.org/10.17648/acta.scientiae.v21iss3id5030.
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In this article, we present results of a research study focusing on the analysis of a hypothetical learning trajectory carried out with students taking a mathematics teaching degree. The aim of this study was to examine students’ understanding of the concept of curve length. The qualitative research was carried out with nine students participating in a course on Differential and Integral Calculus discipline of a private university in which that content was approached. The data were obtained through records of the students' worked out solutions, notes from observation recorded in the teacher's field diary and audio recordings made during the course development. From the analysis of the results, it can be inferred that the students showed gaps in their previous knowledge and difficulties on how to use that knowledge in the construction of new concepts; however, evidence was observed that the planned hypothetical learning trajectory facilitated, in part, the understanding of the concept of curve length.
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Kirova, Gabriela. "TYPES OF ELECTRONIC RESOURCES IN ELECTRONIC TEXTBOOK OF FIRST GRADE MATHEMATICS." Knowledge International Journal 34, no. 2 (October 4, 2019): 483–89. http://dx.doi.org/10.35120/kij3402483k.
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Since 2015, educational reform has been implemented in Bulgaria. It was initiated with the entry into force of the new Preschool and School Education Act36. On the basis of this law, new curricula were adopted in all subjects, including elementary classes in mathematics. Mathematics kits for elementary classes, along with textbooks, study notebooks, a teacher’s book already include electronic readable textbooks and e-textbooks. “Electronic Readable Textbook” is an electronic product whose content is exactly the same as the content of the approved textbook created as a print edition37. The e-textbook is an electronic product that contains additional electronic resources to the individual development of lesson topics, such as tasks, exercises, tests and more. This educational content enables modern students, aged 7-10, to work with electronic resources independently or under the guidance of a teacher, to reflect and consolidate mathematical knowledge and skills, to develop their digital skills, to increase their interest in mathematics. Modern academic preparation for elementary teachers should also include such theoretical and practical knowledge, skills and competences for working with electronic textbooks and with the electronic resources in them. The purpose of my research is to make an analysis of the content included in the electronic textbook for mathematics for the first grade of the Anubis publishing brand of the publishing house KLETT – Bulgaria.38 On the basis of this analysis, methodological guidelines will be developed for working with the different types of electronic resources, which will become part of the academic preparation of the pedagogical students in the university discipline “Didactics of mathematics in elementary classes”. A survey of 166 pedagogical students in bachelor’s and master’s degree on their opinion on e-textbooks conducted this year has yielded interesting and revealing results that confirm the need for updating their academic training in the field of e-textbooks. The majority of respondents believe that primary teachers should use e-books in their work – 83%. When asked which subject is most appropriate to use e-textbooks, mathematics ranks immediately after the natural and social sciences, with 58.4% of the respondents citing it as the most appropriate subject for applying e-textbooks. At the same time, one third of respondents (33.1%) said they did not feel prepared to work with e-books. Of all those surveyed, 81.4% believe that it is necessary to include preparation for work with e-textbooks in university courses in private didactics. This gave me reason to head to the topic of this article and to make a content analysis of an electronic first grade mathematics textbook by classifying the types of additional electronic resources in it.
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Maksimyuk, Elena V. "Sources of psychological and emotional discomfort of students and methodological ways to overcome it." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 19, no. 3 (September 27, 2022): 49–64. http://dx.doi.org/10.17673/vsgtu-pps.2022.3.4.
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The paper analyzes the results of a survey of first-year students of the Siberian State Automobile and Highway University, conducted to identify the problem areas and factors provoking psycho-emotional discomfort among students at the initial stage of education. The prospect of the study is the further development and implementation of effective methods for leveling factors that are sources of psycho-emotional discomfort during the educational process, and creating a comfortable educational environment that provides cognitive and emotional-reflexive inclusion of students in the educational process. The study was carried out in several stages. The results of the first survey made it possible to assess the degree of psycho-emotional comfort of students in 26 different disciplines. At the second stage, the presence of psychological comfort among students in the classroom was analyzed, depending on the nature of the discipline. The third stage of the study was aimed at identifying sources of discomfort. The identified sources were divided into external, associated with the personality of the teacher, and internal, associated with the student himself. Then a further survey was conducted to reveal factors that cause psycho-emotional discomfort. As external factors, the respondents indicated the language personality of the teacher, the manner of presenting the material and the nature of the requirements. Internal factors are the level of respondents own knowledge, self-doubt and uncertainty about the prospects. At the last stage of the study, the respondents had to suggest ways to overcome discomfort in the classroom. An analysis of the answers showed that the majority of respondents are ready to independently solve the problems of psycho-emotional discomfort by improving knowledge, more thorough preparation for classes, raising self-confidence, as well as by timely solving emerging issues and constructive dialogue with the teacher. In the final part, based on the identified sources and factors, methodological recommendations are formulated on how to eliminate the psycho-emotional discomfort of students in the classroom.
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Darlington, Ellie, and Jessica Bowyer. "Students' views of, and motivations for, studying A-level Further Mathematics." MSOR Connections 15, no. 1 (September 5, 2016): 4. http://dx.doi.org/10.21100/msor.v15i1.329.
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In response to recently-announced reforms to A-level Mathematics and Further Mathematics, a large-scale study was undertaken regarding current undergraduates’ views of those qualifications. Students of Science, Technology, Engineering, Medicine and Mathematics (STEMM) and Social Science degrees who had Further Mathematics were surveyed regarding their experiences of the subject and motivations for studying it. Results were positive, across students of a range of degree disciplines, highlighting the benefits of its study as preparation for mathematically-demanding degrees. Whilst access to studying Further Mathematics is poor in some schools, we suggest that more is done by universities to promote its study as a means of better-preparing students for their future degree courses.
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Sales, Antonio, Kátia Guerchi Gonzales, and Luciana Paes de Andrade. "A Experiência de Ser Mestrando e a Perspectiva de Ser Mestre." Revista de Ensino, Educação e Ciências Humanas 20, no. 4 (December 20, 2019): 362–69. http://dx.doi.org/10.17921/2447-8733.2019v20n4p362-369.
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Esse artigo tem como finalidade destacar as narrativas autobiográficas como instrumento potencial na formação de docentes/pesquisadores, além de estudar as manifestações dos fenômenos relacionados com a vivência dos alunos Programa de Pós-Graduação em Ensino de Ciências e Matemática da Uniderp, Campo Grande – MS. Inspirada em aportes teóricos e metodológicos da investigação interpretativa e da pesquisa narrativa e autobiográfica, com o enfoque nas experiências, o estudo focaliza-se na elaboração individual de relatos dos mestrandos, por meio de cartas. Salientamos que as cartas favoreceram momentos para conhecermos os percursos individuais e também coletivos de formação. Um processo reflexivo-crítico que carece de autonomia social e individual. Desse modo, o cenário da primeira disciplina, da primeira turma do Programa de Mestrado em Ensino de Ciências e Matemática se apresentou significante para instanciar cenários em que a relevância está no sujeito social enfocado: docentes/mestrandos no início da carreira como pesquisador. Observamos ainda que, as cartas para compreensão de processos formativos, em especial na formação individual de docentes/pesquisadores, se desenham entre experiências de histórias de vida, e por esse motivo, revelam suas singularidades. Foi possível perceber, ao final do estudo, que as narrativas autobiográficas são frutíferas tanto para a reflexão-crítica de si mesmo, para os sujeitos em formação, como também é relevante para o pesquisador que busca compreender os processos formativos a partir da experiência singular de cada sujeito – em nosso caso, de cada mestrando. Palavras-chave: Escritas. Formação de Pesquisadores. Fontes de Pesquisa.AbstractThis article aims to highlight the autobiographical narratives as a potential instrument in the training of teachers/researchers, as well as to study the manifestations of the phenomena related to the experience of Master 's degree students in the Academic Master's Program in Science and Mathematics Teaching at Uniderp, Campo Grande - MS. Inspired by the theoretical and methodological contributions of interpretive research and narrative and autobiographical research, focusing on the experiences, the study focuses on the individual elaboration of reports of the master’s degree students, through letters. We emphasize that the letters favored moments to know the individual and also collective paths of formation. A reflexive-critical process that lacks social and individual autonomy. Thus, the scenario of the first discipline of the first group of the Master's Program in Science and Mathematics Teaching was significant to instantiate scenarios in which the relevance is in the social subject focused: teachers/masters at the beginning of the career as a researcher. We also note that the letters for the understanding of formative processes, especially in the individual formation of teachers/researchers, are drawn between experiences of life histories, and for this reason, reveal their singularities. At the end of the study, it was possible to perceive that autobiographical narratives are fruitful both for the reflection-critic of oneself, for the subjects in formation, and also for the researcher who seeks to understand the formative processes from the singular experience of each subject - in our case, each master's degree student. Keywords: Writing. Training of Researchers. Search Sources.