Journal articles on the topic 'Notational skills'
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Tan, Siu-Lan. "Visual Representations of Music in Three Cultures: Commentary on Athanasopoulos and Moran." Empirical Musicology Review 8, no. 3-4 (October 24, 2013): 200. http://dx.doi.org/10.18061/emr.v8i3-4.3941.
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Athanasopoulos and Moran (2013) examined visual representations of brief melodic sequences (solo synthesized flute playing rising, falling, peak, and valley pitch contours) by British participants familiar with western standard notation, Japanese participants familiar with Japanese standard notation, and participants from the BenaBena tribe in Papua New Guinea who were unfamiliar with any literary or notational script. This commentary discusses the method, analysis, and implications of the findings, within the context of a multidirectional gain/loss perspective of the acquisition of skills in human development, as applied to musical notation.
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Corcoran, Christopher, Jan Stupacher, and Peter Vuust. "Swinging the Score? Swing Phrasing Cannot Be Communicated via Explicit Notation Instructions Alone." Music Perception 39, no. 4 (April 1, 2022): 386–400. http://dx.doi.org/10.1525/mp.2022.39.4.386.
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Jazz musicians usually learn to play with “swing” phrasing by playing by ear. Classical musicians—who play more from musical scores than by ear—are reported to struggle with producing swing. We explored whether classical musicians play with more swing when performing from more detailed swing notation. Thereby we investigated whether a culturally specific improvisational social procedure can be scripted in detailed music notation for musicians from a different performance background. Twenty classical musicians sight-read jazz tunes from three styles of notation, each with a different level of notational complexity. Experienced jazz listeners evaluated the performances. Results showed that more score-independent classical musicians with strong aural abilities played with equally strong swing regardless of notation; more score-dependent musicians swung most with the medium-complexity classical notation. The data suggest that some higher-level swing features, such as appropriate articulation, event durations, and deviations from a beat sequence can be communicated to a limited extent using written instructions. However, their successful implementation in performance depends on matching instructional complexity to a musician’s skill at decoding and interpreting unfamiliar information. This link between decoding skills and cross-cultural performance makes our findings relevant to ethnological and musicological studies of musical communication processes and perception-action coupling.
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Morley, David, Paul Ogilvie, Kevin Till, Martyn Rothwell, Wayne Cotton, Donna O’Connor, and Jim McKenna. "Does modifying competition affect the frequency of technical skills in junior rugby league?" International Journal of Sports Science & Coaching 11, no. 6 (November 11, 2016): 810–18. http://dx.doi.org/10.1177/1747954116676107.
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The technical demands of games can be affected by changing the number of players, pitch size and rules. This controlled trial compared the frequency of technical skills between a ‘traditional’ and newly introduced systematically ‘modified’ game of primary rugby league. A total of 475 primary rugby league players (Under 7s to 9s) were filmed playing traditional ( n = 49) and modified ( n = 249) formats. Notational analysis examined the frequency of technical skills (e.g. number of passes) within ‘traditional’ and ‘modified’ games. At each age category, multivariate analysis of variance indicated the clear superiority of the ‘modified’ game for the frequency of technical skills (e.g. Under 7s total skill opportunities – ‘traditional’ = 342.9 ± 47.0; ‘modified’ = 449.4 ± 93.3, d = 1.44, p < 0.001). Systematically modifying the competitive game is an effective way to increase skill opportunities for children within rugby league. Future research should examine the outcomes of modifying games in optimizing skill development in youth sport.
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Inkinen, Virpi, Mikko Häyrinen, and Vesa Linnamo. "Technical and tactical analysis of women’s volleyball." Biomedical Human Kinetics 5, no. 1 (November 9, 2013): 43–50. http://dx.doi.org/10.2478/bhk-2013-0007.
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Summary Introduction: The study aim was to construct a technical and tactical analysis of women’s volleyball based on notational analysis in top-level and junior women’s European volleyball matches, to compare these two levels, and to clarify the differences between the winners and losers of a set. Material and Methods: Four matches from the 2010 FIVB Women’s Volleyball World Championships and 2010 CEV Junior Women’s European Championship 2010 were analyzed using Data Volley software. The number and performance level of different skills were recorded in total and were grouped according to the role of the players. Methods of scoring and attacking zones were also analyzed. Results: There were only slight differences between the two levels in terms of success in different skills. When the skill executions were compared between the winning and losing teams of a set within the levels, less successful skill executions and more errors in different skills were found for the losing teams. Conclusions: The results seem to indicate that there are only minor differences between adult and junior women’s volleyball at the highest level. Attacking seems to be the most important skill concerning winning in both levels. The efficiency of attacking seems to depend upon the quality and versatility of the setting and also from the physical abilities of the players.
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Thomas, Camille, Gilbert Fellingham, and Pat Vehrs. "Development of a Notational Analysis System for Selected Soccer Skills of a Women's College Team." Measurement in Physical Education and Exercise Science 13, no. 2 (April 17, 2009): 108–21. http://dx.doi.org/10.1080/10913670902812770.
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Penttinen, Marjaana, and Erkki Huovinen. "The Early Development of Sight-Reading Skills in Adulthood." Journal of Research in Music Education 59, no. 2 (June 9, 2011): 196–220. http://dx.doi.org/10.1177/0022429411405339.
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In this study the effects of skill development on the eye movements of beginning adult sight-readers were examined, focusing on changes in the allocation of visual attention within metrical units as well as in the processing of larger melodic intervals. The participants were future elementary school teachers, taking part in a 9-month-long music training period. During this period, 15 novice sight-readers’ development was observed in three measurements, with 15 amateur musicians functioning as a comparison group. The novices’ allocation of fixation time within metrical units gradually approached a pattern demonstrated by the amateurs in which increased sensitivity to metrical divisions was evinced by larger average fixation times on the latter halves of bars. Concerning larger melodic skips in otherwise stepwise melodic contexts, an analysis of fixation times suggested that the novices’ visual processing of skips did not proceed in terms of note comparison across the skip but rather through a direct identification of the notational symbols involved. Skill development was seen, then, as increasing fluency of this identification process. These and similar findings may lead to a better understanding of the problems encountered by novice sight-readers and thus to advancements in the pedagogy of music reading.
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Gilmore, J. Hugh. "The craft of the Caman; A notational analysis of the frequency occurrence of skills used in Hurling." International Journal of Performance Analysis in Sport 8, no. 1 (February 2008): 68–75. http://dx.doi.org/10.1080/24748668.2008.11868423.
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Chang, Che-Wei, and Yu-Ran Qiu. "Constructing a Gaming Model for Professional Tennis Players Using the C5.0 Algorithm." Applied Sciences 12, no. 16 (August 17, 2022): 8222. http://dx.doi.org/10.3390/app12168222.
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Professional tennis players have their own habits of tactics and play. However, players’ shortcomings can be corrected by constantly practicing professional techniques and by tactical analysis. Therefore, this study aimed to develop a two-stage, expert decision-making system for tennis matches. The first stage consisted in dividing the court area and defining the technical classification of the net. Tennis coaches were invited to assess tennis players’ skills on the competition court, dividing it into 48 areas on both sides of the court centerline and identifying the skills used by the players. In the second stage, a classification model was developed, and the score, hitting habits, and tennis skills of the players, Roger Federer and Rafael Nadal, over 10 matches, played from 2007 to 2019, were analyzed and classified using notational analysis and the C5.0 decision tree algorithm. The results show that the two players’ highest scored techniques were the forehand stroke in the backcourt and the backhand stroke in the half court. Thus, using this expert decision-making system, our data can provide other players with imaginary training objects from two of the top players in the world to be used during training and can allow the accumulation of experience for players through continuous simulation and training analysis.
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Barrett, Margaret. "Music Education and the Primary/Early Childhood Teacher: A Solution." British Journal of Music Education 11, no. 3 (November 1994): 197–207. http://dx.doi.org/10.1017/s0265051700002163.
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Music curriculum courses for generalist primary and early childhood teacher education students have tended traditionally to be heavily skill-intensive and instruction-based and reflective of the pedagogical methods of prominent music educators. In such learning experiences emphasis is generally placed upon the acquisition of skills dealing with notational and historical precedents and the development of some expertise in the areas of singing, playing and listening. Whilst these experiences provide students with valuable insights into traditional music education pedagogy, students who have a limited formal knowledge of music and who do not consider themselves to be musically articulate or literate frequently find such experiences alienating. Furthermore the teaching practices modelled through such programs tend to conflict with those advocated in other curriculum areas.In an attempt to redress this situation an action research study was undertaken in which compulsory music curriculum units for generalist primary and early childhood teacher education students were re-developed to place compositional experience at the heart of the music education enterprise. In developing a theoretical and philosophical base for the pre-service music education units a number of educational strategies common in other curriculum areas were examined and adapted for use in the music education classroom.Qualitative evaluation of the units has indicated that participating students whilst developing skills and knowledge in music and understanding of a range of teaching and learning strategies also perceive themselves to be more capable and confident as musicians.
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Berch, Daniel B. "Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students With Mathematical Disabilities." Journal of Learning Disabilities 50, no. 6 (July 18, 2016): 651–54. http://dx.doi.org/10.1177/0022219416659446.
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In this commentary, I examine some of the distinctive, foundational difficulties in learning fractions and other types of rational numbers encountered by students with a mathematical learning disability and how these differ from the struggles experienced by students classified as low achieving in math. I discuss evidence indicating that students with math disabilities exhibit a significant delay or deficit in the numerical transcoding of decimal fractions, and I further maintain that they may face unique challenges in developing the ability to effectively translate between different types of fractions and other rational number notational formats—what I call conceptual transcoding. I also argue that characterizing this level of comprehensive understanding of rational numbers as rational number sense is irrational, as it misrepresents this flexible and adaptive collection of skills as a biologically based percept rather than a convergence of higher-order competencies that require intensive, formal instruction.
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Özcan, İlker, and Çağatay Şahan. "Effects of small-sided games and conventional aerobic interval training on various physiological characteristics and defensive and offensive skills used in soccer." Kinesiology 50, no. 1 (2018): 104–11. http://dx.doi.org/10.26582/k.50.1.12.
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The aim of this study was to investigate the effects of small-sided game training (SSGT) versus conventional aerobic interval training (CAIT) on soccer-specific endurance performance, lactate threshold levels (mmol·L-1), short-passing ability and defensive and offensive skills of a soccer match. Before and after a 6-week training intervention period, eighteen amateur soccer players (age 21.8±4.8 years) were tested. The tests included the anaerobic threshold (AnT) test, the Yo-Yo Intermittent Recovery Test Level 1 (Yo-Yo IR1), and the Loughborough Soccer Passing Test (LSPT). A manual notational match analysis system was utilized to evaluate the defensive and offensive skills of players during the matches. Both the SSGT and CAIT were performed two days a week and consisted of five sets of 6-minute periods of work at the individualized exercise intensity corresponding to the individual anaerobic threshold, with 3-minute of recovery periods between sets. Mann-Whitney U and Wilcoxon signed rank tests were used to examine the between- and within-group differences, respectively. Statistical analyses revealed that the SSGT group players exhibited significantly better in terms of the LSPT scores (p<.01) and the number of defensive and offensive skills (p<.05). However, no other significant differences in the other variables were observed (p>.05). The results of the study suggested that SSGT improved short-passing ability, various soccer skills and physiological parameters, while CAIT only improved physiological parameters. SSGT improves soccer-specific endurance and technical ability of players at the same time, meaning it is a time efficient way of training.
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Budanov, Vladimir Grigoryevich, and Tamara Andreevna Sinitcyna. "Quantum-synergetic ontology of generalized corporeality (Part III): psychosemantic language of theater, anthropological jazz." Культура и искусство, no. 12 (December 2020): 138–59. http://dx.doi.org/10.7256/2454-0625.2020.12.34793.
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This article is a continuation of the topic on methodology of generalized corporeality, which stems from the concept of quantum-synergetic anthropology, developed in the previous parts of the triptych. Ontologies of the states (functional bodies and subbodies of generalized corporeality), as well as temporal ontologies are viewed on the example of theatrical acting. The author structures an isomorphism of the well-known musical notation, and representation of the changing anthropological profile in form of a chord of the simultaneously activated “resonating” states of the actor. The article discusses the appropriateness of such musical metaphor, analogy between the freedom of actors’ improvisation, as the anthropological jazz characteristic to any performer, although to different extent. The classical style is even less versatile than jazz improvisation. The author draws parallels of such performances with works of the classics of theater directing, philosophy of acting, and communication of musicologists: K. S. Stanislavsky, A. A. Vasiliev, B. Latour, J. Huizinga, J. E. Berendt. A certain language of interpretation of acting is offered using the dynamic patterns of description of events in the course of the play. If these patterns are adequate to stage reality, which the author was trying to prove, they can be implemented in training the actors, staging performances, etc. This virtually led to creation of a new psychological technique that allows amplifying the acting skills. Moreover, such type of notational representation of actor roles allows archiving and decoding the director's intention using a fairly universal method.
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Oscar, Mellado-Arbelo, and Ernest Baiget. "Activity profile and physiological demand of padel match play." Kinesiology 54, no. 1 (2022): 51–61. http://dx.doi.org/10.26582/k.54.1.6.
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Padel is a complex sport within which performance relies on the interrelation of multiple factors such as physiological and physical capacities, psychological skills, and tactical and technical knowledge. Padel match involves intermittent whole-body efforts, evidenced by a large number of strokes and repeated high-intensity running actions such as accelerations, decelerations and changes of direction. Due to its recent creation, little is known about the activity and energy demands of padel match play. The purpose of the present study was to systematically review physiological demands of padel match play by assessing parameters related to external load, such as notational analysis or time-motion studies, and internal load through the analysis of physiological responses during the match. The systematic review process was conducted in accordance with the PRISMA guidelines. The electronic databases PubMed, Scopus and SportDiscus were searched using: (“padel” OR “pádel” OR “paddle tennis”). Twelve papers matched the inclusion criteria, from which four addressed internal load, six external load, and two analyzed both. A total of 203 padel players across all competition levels participated in the 12 selected studies. Study outcomes have probed prevalence of moderate physiological responses, low contribution of anaerobic glycolytic processes to supply energy, O2 not being a limiting factor, and moderate to relatively high perceived effort rate. The highest game durations were found in professional players. Work-to-rest ratios reaffirm the intermittent nature of padel. Distance covered per set and match as well as speed are reciprocally proportional to player’s standard level.
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Sokolowski, Andrzej. "Developing Covariational Reasoning Among Students Using Contexts of Formulas." Physics Educator 02, no. 04 (December 2020): 2050016. http://dx.doi.org/10.1142/s266133952050016x.
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Multiple studies have been conducted to assess students’ ability to apply covariational reasoning to sketching graphs in physics. This study is supported by research on developing students’ skills in sketching functions in mathematics. It attempts to evaluate physics students’ ability to apply these skills to identify critical algebraic attributes of physics formulas for their potential to be sketched. Rather than seeking formulas’ physical interpretation, this study is posited to challenge students’ skills to merge their mathematical knowledge within physics structures. A group of thirty ([Formula: see text]) first-year college-level physics students were provided with two physically identical equations that described the object’s position. However, one equation was expressed in functional mathematical notation, whereas the other in a standard formula notation. The students were asked to classify the symbols in each formula as variables or parameters and determine these formulas’ potential to be graphed in respective coordinates. The analysis revealed that 93% of these students considered function notation as possessing sketchable potential against 13% who envisioned such potential in the standard formula notation. Further investigations demystified students’ confusion about the classification of the symbols used in the formula notation. These results opened up a gate for discussing the effects of algebraic notations in physics on activating students’ covariational skills gained in mathematics courses. Suggestions for improving physics instructions stemming from this study are discussed.
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Reifinger, James L. "Teaching Pitch Notation–Reading Skills." General Music Today 33, no. 3 (December 7, 2019): 21–28. http://dx.doi.org/10.1177/1048371319891419.
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The teaching of music-reading skills has been cited as a neglected area of music education needing improvement. Music reading is the process of translating notation into sounds. Producing the notated sounds by singing, more specifically referred to as sight-singing, is especially demanding because it requires the individual to first mentally construct aural images of the sounds, an essential process that is challenging to teach and assess. This article describes a series of activities for teaching music-reading skills in general music or choir, focusing mainly on reading and singing pitch notation, though many of the ideas could also be used to teach rhythm reading. The activities are sequential, are easy to implement, and allow for the assessment of skill acquisition at various stages of development.
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Coutinho, Diogo, Adam Leigh Kelly, Sara Santos, Pedro Figueiredo, David Pizarro, and Bruno Travassos. "Exploring the Effects of Tasks with Different Decision-Making Levels on Ball Control, Passing Performance, and External Load in Youth Football." Children 10, no. 2 (January 26, 2023): 220. http://dx.doi.org/10.3390/children10020220.
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This study aimed to understand how the design of decision-making tasks affects youth football players’ ball control, passing performance, and external load. A total of 16 male youth football players (age: 12.94 ± 0.25 years) competed in various tasks based on the following levels of decision-making: (i) low decision-making (Low DM), which consisted of a predefined ball control and passing sequence; (ii) moderate decision-making (Mod DM), which consisted of maintaining possession in a square with four players and two balls while maintaining the same position; and (iii) high decision-making (High DM), which consisted of a 3 vs. 3 + 2 neutral players ball possession game. The study design consisted of a pre–post design (a 6 min pre-test game, a 6 min intervention, and a 6 min post-test game). The players’ ball control and passing performance were measured using the game performance evaluation tool and notational analysis, while GPS data were used to determine their physical performance. The pre–post test analysis revealed decrements in players’ ability to identify more offensive players after the Mod DM task (W = 9.50, p = 0.016), while there was an increase in their ability to receive the ball towards the space following the High DM task (t = −2.40, p = 0.016). Analysis between groups showed lower values in most ball control variables for the Low DM task compared to the Mod DM task (ball control execution, p = 0.030; appropriateness, p = 0.031; motor space, p = 0.025), while there were also lower values in the distance covered while sprinting (p = 0.042). Overall, prescriptive tasks (Low DM) that are repetitive in nature may affect players’ perceptual attunement, whereas static tasks (e.g., Mod DM) may limit their ability to locate players in more offensive positions. Moreover, game-based situations (High DM) seem to acutely enhance players’ performance, possibly due to contextual dependency. Overall, coaches should carefully consider the type of practice structure when designing tasks that aim to improve players’ technical skills in youth football.
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Wong, Yetta Kwailing, and Isabel Gauthier. "A Multimodal Neural Network Recruited by Expertise with Musical Notation." Journal of Cognitive Neuroscience 22, no. 4 (April 2010): 695–713. http://dx.doi.org/10.1162/jocn.2009.21229.
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Prior neuroimaging work on visual perceptual expertise has focused on changes in the visual system, ignoring possible effects of acquiring expert visual skills in nonvisual areas. We investigated expertise for reading musical notation, a skill likely to be associated with multimodal abilities. We compared brain activity in music-reading experts and novices during perception of musical notation, Roman letters, and mathematical symbols and found selectivity for musical notation for experts in a widespread multimodal network of areas. The activity in several of these areas was correlated with a behavioral measure of perceptual fluency with musical notation, suggesting that activity in nonvisual areas can predict individual differences in visual expertise. The visual selectivity for musical notation is distinct from that for faces, single Roman letters, and letter strings. Implications of the current findings to the study of visual perceptual expertise, music reading, and musical expertise are discussed.
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Rogers, George L. "Effect of Colored Rhythmic Notation on Music-Reading Skills of Elementary Students." Journal of Research in Music Education 44, no. 1 (April 1996): 15–25. http://dx.doi.org/10.2307/3345410.
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The researcher attempted to determine whether instruction using colored rhythmic notation affected first- and second-grade students' rhythm-reading skills. As a regular part of general music classes, 64 experimental-group students participated in reading, clapping, and vocalizing rhythms notated in color. Seventy control subjects participated in identical activities in which rhythms were notated without color. Subjects were tested individually using both colored and uncolored notation. Results after the 23-week treatment period revealed that the experimental group scored slightly higher when reading both colored and uncolored notation than did the control group. Group differences on the colored-notation task were statistically significant ( p < .05). Experimental and control-group means did not differ significantly ( p > .05) when reading uncolored notation. Comparison between the scores of each group on the task similar to the training mode (color-trained students reading colored notation versus control students reading uncolored notation) also showed the experimental mean to be slightly but significantly ( p < .05) higher. A positive affective influence was noted in that 78% of all students favored the colored-notation task as the exercise they liked performing the most.
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Eskritt, Michelle, and Carol Arthurs. "Analytical Reasoning Skills: Improving Performance with Notations [Abstract]." Canadian Journal of Education / Revue canadienne de l'éducation 29, no. 3 (January 1, 2006): 855. http://dx.doi.org/10.2307/20054199.
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Brock, Derek, Deborah Hix, Lynn Dievendorf, and J. Gregory Trafton. "Extending the User Action Notation for Research in Individual Differences." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 39, no. 4 (October 1995): 253–57. http://dx.doi.org/10.1177/154193129503900407.
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Software user interfaces that provide users with more than one device, such as a mouse and keyboard, for interactively performing tasks, are now commonplace. Concerns about how to represent individual differences in patterns of use and acquisition of skill in such interfaces led the authors to develop modifications to the standard format of the User Action Notation (UAN) that substantially augment the notation's expressive power. These extensions allow the reader of an interface specification to make meaningful comparisons between functionally equivalent interaction techniques and task performance strategies in interfaces supporting multiple input devices. Furthermore, they offer researchers a new methodology for analyzing the behavioral aspects of user interfaces. These modifications are documented and their benefits discussed.
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Ghozali, Imam. "The Training of The Use of Finale Software in Songs Notation for Cultural Teachers of SMP In Pontianak." JPKM (Jurnal Pengabdian Kepada Masyarakat) UNTAN 2, no. 1 (January 30, 2019): 31. http://dx.doi.org/10.26418/jpkm.v2i1.80.
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This Community Service (PKM) activity is motivated by the lack of knowledge and skills of most art and culture teachers in writing music notation with beam notation in junior high schools in Pontianak. Thus we need a media that can help accelerate and exact the understanding and skills of writing music notation. The method used is the implementation of the final program in the form of training and mentoring to increase interest, knowledge, and skills in writing block notation. The training is delivered in a variety of ways through lectures, demonstrations, questions and answers, and practices at MGMP (Subject Teachers' Group) teacher group meetings. The results of the activities show that the training program has achieved the expected objectives, namely increasing the interest, knowledge, and skills of teachers in writing block notation with finale media. It is indicated by the teacher's response to the activity, the results of the assignment, and the final test for writing simple songs.
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Bruce, Lyndell, Damian Farrow, Annette Raynor, and Esther May. "Notation analysis of skill expertise differences in netball." International Journal of Performance Analysis in Sport 9, no. 2 (August 2009): 245–54. http://dx.doi.org/10.1080/24748668.2009.11868481.
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Samawati, Ilmus, and Ika Kurniasari. "Students' Communication Skills In Solving Mathematical Literacy Problems Based On Mathematical Abilities." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (January 13, 2021): 22. http://dx.doi.org/10.31331/medivesveteran.v5i1.1421.
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Communication is one of the important things in the learning process because there will be social interactions that can make learning more lively. Through communication, students can understand and interpret understanding of mathematical problems, not only calculation problems but also mathematical problems in everyday life. This research aims to describe students' communication skills in solving mathematical literacy problems based on mathematical abilities. This research is qualitative descriptive research. The subjects in this research were 27 students of class VIII in one of SMP Swasta in Sidoarjo. Subjects were given a mathematics ability test to categorize the subject's mathematical abilities into high, medium, and low-levels. The research data were obtained from the results of mathematics literacy tests and interviews conducted by 3 selected subjects. The results showed that 1) students with high mathematical abilities have a medium category of communication skills because students can fulfill the indicators of expression, interpretation, use of notations/symbols, and evaluation with correct answers without complete reasons, 2) students with medium mathematical abilities have a medium category of communication skills because students can fulfill the expression and interpretation indicators with correct answers along with correct and clear reasons, fulfill the indicators of using notations/symbols with correct answers without complete reasons, but students do not fulfill the evaluation indicators, and 3) students with low mathematical abilities have a very low category of communication skills because students can fulfill the expression and interpretation indicators with wrong answers but there is a reason, fulfill the indicators of using notations/symbols with correct answers but no reason, but students do not fulfill the evaluation indicators.
Keywords: communication skills, written, mathematical literacy problems, mathematical abilities.
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Pantow, Edsel Yubil, Debora Suryani Sitinjak, and Kurnia Putri Sepdikasari Dirgantoro. "PENERAPAN METODE THINK-TALK-WRITE UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS X PADA TOPIK LOGARITMA DI SEKOLAH MENENGAH ATAS KUPANG [THE APPLICATION OF THE THINK-TALK-WRITE METHOD TO IMPROVE THE MATHEMATICS COMMUNICATION SKILLS OF GRADE 10 STUDENTS ON LOGARITHM TOPICS AT A SENIOR HIGH SCHOOL IN KUPANG]." JOHME: Journal of Holistic Mathematics Education 4, no. 1 (October 7, 2020): 113. http://dx.doi.org/10.19166/johme.v4i1.982.
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<p>Mathematical communication skills are one of the standard abilities in mathematics learning that students must have. In fact, it was found that the grade 10 students at one of the senior high schools in Kupang were still lacking in communicating both orally and in writing in mathematics learning. They lacked the ability to describe mathematical ideas using written symbols and notations and also lacked the ability to make class presentations using mathematical language. The purpose of this study was to improve students' mathematical communication skills, both written and oral, by applying the Think-Talk-Write method. The method used in this research was classroom action research with the Kemmis and McTaggart model in three cycles. The research instruments used were observation sheets, questionnaires, rubric sheets for oral mathematic communication skills, written mathematical communication skills test sheets, and reflection journals. Based on the results of the analysis, the application of the Think-Talk-Write method can improve mathematical communication ability of grade 10 students at a senior high school in Kupang. In mathematical communication skills written algebraically or graphically using mathematical terms, the appropriate notation and formula symbols increased by 4.76%. Written communication skill with the arrangement of arguments and generalizations increased by 28.57%. Similarly, the ability to convey mathematical thinking using mathematical language increased by 23.81%. The application of the Think-Talk-Write method can improve students' mathematical communication skills with stages starting from the explanation of the model and learning objectives, the distribution of question worksheets and materials, the think stage, the talk stage, and the write stage.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Kemampuan komunikasi matematis merupakan salah satu standar kemampuan dalam pembelajaran matematika yang harus dimiliki siswa. Pada kenyataannya ditemukan bahwa siswa kelas X pada salah satu sekolah menengah atas Kupang masih kurang dalam berkomunikasi baik secara lisan maupun tulisan dalam pembelajaran matematika. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan komunikasi matematis siswa baik secara tulisan maupun lisan dengan menerapkan metode Think-Talk-Write. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan model Kemmis dan Mc. Taggart dalam tiga siklus. Instrumen penelitian yang digunakan dalam penelitian ini yaitu lembar observasi, lembar angket, lembar rubrik kemampuan komunikasi matematis lisan, lembar tes kemampuan komunikasi matematis tertulis, dan jurnal refleksi. Berdasarkan hasil analisis, kemampuan komunikasi matematis tertulis secara aljabar atau grafik yang menggunakan istilah matematika, simbol notasi dan formula baku yang sesuai mengalami peningkatan sebesar 4,76%. Pada kemampuan komunikasi tertulis dengan susunan argumen dan generalisasi mengalami peningkatan sebesar 28,57%. Begitu juga pada kemampuan menyampaikan pemikiran matematis menggunakan bahasa matematis mengalami peningkatan sebesar 23,81%. Sehingga dapat disimpulkan bahwa penerapan metode Think-Talk-Write dapat meningkatkan kemampuan komunikasi matematis siswa dengan tahapan mulai dari penjelasan model dan tujuan pembelajaran, pembagian lembar kerja soal dan materi, tahap Think, tahap Talk, dan tahap Write.</p>
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Wahyudi, Tri. "EFEK POTENSIAL SOAL PENALARAN TIPE TIMSS MENGGUNAKAN KONTEKS BUDAYA LAMPUNG." PAKAR Pendidikan 15, no. 2 (July 9, 2017): 93–105. http://dx.doi.org/10.24036/pakar.v15i2.66.
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The results of the TIMSS study show that Indonesia's rank in mathematics is still low, especially in the cognitive domain of reasoning. This is due to Indonesian students are less accustomed to solve math problems that have a high complexity which demands reasoning skills such as TIMSS problem. The use of context in the exercise of mathematical problems is exactly precise because it is useful in the formation of concepts, access and motivation towards mathematics, modeling, providing tools for thinking using procedures, notations, drawings and rules, reality as the source and application domain, and specific skills training In certain situations. One of contexts that can be used is culture. Mathematics in essence grows from the skill or activity of the cultural environment, so that the mathematics of a person is influenced by his cultural background. This study aims to see the potential effects generated by the problem of specially designed reasoning with the TIMSS problem and using the Lampung cultural context. From the results of the research shows the problems are able to attract interest, motivate and foster the seriousness of students to solve the problem. In addition, these problems are able to elicit students' mathematical reasoning skills, lure students to think harder, more thoroughly, and reason using logic in solving problems.
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Sudarman, Yos, and Erfan Lubis. "DEVELOPING CHARACTER EDUCATION THROUGH THE SIMPLE SONG COMPOSITION IN ARTS EDUCATION CULTURE FOR JUNIOR HIGH SCHOOL STUDENTS (SMP)." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 16, no. 1 (March 17, 2015): 105. http://dx.doi.org/10.24036/komposisi.v16i1.8048.
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MENGEMBANGKAN PENDIDIKAN KARAKTER MELALUI KEMAMPUAN MENCIPTA LAGU SEDERHANA DALAM PENDIDIKAN SENI BUDAYA BAGI SISWASEKOLAH MENENGAH PERTAMA (SMP)AbstractThe research was conducted in SMP Negeri 16 Padang, which was motivated by the music of culture and art of learning problems in curriculum-based Character Education in 2013, where some of the subject matter tends to develop the cognitive and psychomotor, more geared to the development of the affective domain. From the pattern of KI and KD field of the music of culture and art in 2013 at the junior high curriculum, competencies, knowledge and skills the art of music is not negligible, but the development of attitudes of learners through learning music is much more important. Developing Character Education through Capability Creates a Simple Song learning in the Junior Cultural Arts is one of the subject matter may be directed to the development of the educational aspects of character, to understand the attitude and response of students to the theme of simple songs that he created. There are nine steps that are applied in this study are: (1) find the idea: (2) exploration of the theme of experience and appreciation of the work: (3) stringing words according to the theme: (4) analysis of the suitability of the choice of words on the vowel sounds in rhymes and articulation: (5) selection of musical nuance and patron melody; (6) analysis of the relationship melodies and lyrics; (7) notational (number / beam) (8) makes a simple isnstrumental musical accompaniment; and (9) the presentation creation simple songs sung by music iiringan. Results showed that, with a simple song that created the students, they realize himself what he knew and understood about attitudes and behavior problems of both himself and other people. Key Words: Education Music Arts, character education, creating songs AbstrakPenelitian ini dilaksanakan di SMP Negeri 16 Padang yang dilatarbelakangi oleh masalah pembelajaran seni budaya musik dalam Kurikulum 2013 yang berbasis Pendidikan Karakter, di mana beberapa materi pelajaran yang cenderung mengembangkan ranah kognitif dan psikomotorik, lebih diarahkan kepada pengembangan ranah afektif. Dari pola KI dan KD bidang Seni Budaya Musik pada kurikulum 2013 di SMP, kompetensi pengetahuan dan keterampilan seni musik tidak diabaikn, namun pengembangan sikap peserta didik melalui pembelajaran musik jauh lebih penting. Mengembangkan Pendidikan Karakter melalui Kemampuan Mencipta Lagu Sederhana dalam pembelajaran Seni Budaya di SMP adalah salah satu materi pelajaran yang dapat diarahkan kepada pengembangan aspek pendidikan karakter, dengan memahami sikap dan tanggap siswa terhadap tema lagu sederhana yang ia ciptakan. Ada sembilan langkah yang diterapkan dalam penelitian ini yaitu: (1) menemukan ide: (2) eksplorasi tema dari pengalaman dan apresiasi karya: (3) merangkai kata sesuai tema: (4) analisis kesesuaian pilihan kata pada bunyi vokal menurut sajak dan artikulasi: (5) pemilihan nuansa musikal dan patron melodi; (6) analisis hubungan melodi dan lirik; (7) penulisan notasi (angka/balok) (8) membuat iringan musik isnstrumental sederhana; dan (9) presentasi ciptaan lagu sederhana yang dinyanyikan dengan iiringan musik. Hasil penelitian menunjukkan bahwa, dengan lagu sederhana yang diciptakan siswa, mereka menyadari sendiri apa yang ia ketahui dan pahami tentang masalah sikap dan berperilaku baik bagi dirinya maupun oranglain. Kata Kunci: Pembelajaran Seni Musik, pendidikan karakter, mencipta lagu
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Pereira, Jerito, Anisa Aulingga, Yiting Ning, and Anastasia Vilela. "KESALAHAN SISWA SMP DALAM MENYELESAIKAN SOAL PISA KONTEN SPACE AND SHAPE BERDASARKAN TEORI NEWMAN." JPMI (Jurnal Pembelajaran Matematika Inovatif) 5, no. 2 (March 8, 2022): 317. http://dx.doi.org/10.22460/jpmi.v5i2.9910.
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This research is based on the low level of students completing PISA questions. One of the factors that influence the low number of students in PISA questions is that they are not used to working on problems in real context. The purpose of this study is to describe students' mistakes in solving PISA questions on Space and Shape content based on Newman's Theory, namely: reading errors, misunderstanding, transformation errors, process skill errors and notation errors or writing answers. This study uses descriptive qualitative data collection in the form of images and sentences described. The subjects in this study were eighth grade students of SMP Negeri 9 in Cimahi City. Data collection techniques in this study are by giving a test in the form of PISA questions on Space and Shape content in 2012. Based on the results of the study, showed that students experience errors in process skills caused by the lack of PISA practice exercises which are international assessments, as well as students' weakness in skills mathematics in the form of real contexts.
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Zayyadi, Moh, and Kuratul Aini Saleh. "WRITTEN MATHEMATICAL COMMUNICATION SKILLS ON OPEN-ENDED PROBLEMS: IS IT DIFFERENT BASED ON THE LEVEL OF MATHEMATICS ABILITY?" MaPan 8, no. 2 (December 15, 2020): 179–204. http://dx.doi.org/10.24252/mapan.2020v8n2a2.
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This study aims to describe students' written mathematical communication skills in open-ended problems based on their mathematical abilities. This research was conducted at grade VII-A of SMPN 1 Pamekasan. This research uses descriptive qualitative research. The instruments used were the Mathematical Ability Test (MAT), Written Mathematical Communication Skills Test (WMCST) on open-ended problems, and Interview Guidelines. The results showed that subjects with high and moderate mathematical ability were able to meet three indicators of written mathematical communication skills, namely being able to express mathematical ideas through writing, demonstrate and convey visually; able to understand, interpret and evaluate mathematical ideas in writing, as well as in other visual forms; and able to use mathematical notations in the structure to write down ideas and relationships with situation models in writing. Meanwhile, subjects with low mathematics ability can fulfill 2 out of 3 indicators of written mathematical communication skills, namely being able to express mathematical ideas through writing, demonstrate and convey visually; unable to understand, interpret and evaluate mathematical ideas in writing or other visual forms; and able to use mathematical notations in the structure to write ideas and relationships with situation models.
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Nedelcuț, Nelida, Ciprian Gabriel Pop, and Amalia Nedelcuț. "Distance Learning in the Musical Field in Romania through European-Funded Projects." International Journal of Advanced Corporate Learning (iJAC) 11, no. 1 (August 29, 2018): 36. http://dx.doi.org/10.3991/ijac.v11i1.9209.
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<p class="Abstract">The organization of Romanian distance learning in music has been supported in terms of research, collaboration and financing by European projects, with the following achievements: training of teaching staff involved in distance learning, assistance in activities meant to introduce ICT in general schools, construction of a platform dedicated to distance learning activities, creating a database with instrumental accompaniments for singers, designing multimedia courses, assessing distance learning programs offered by the Academy of Music Gheorghe Dima in Cluj-Napoca.</p><p class="Abstract">The Prelude Training Programme on ICT in Music Education – a project aimed at developing a training programme for in-service music educators, as there are many ways in which technology helps educators meet instructional goals: Programs designed to help students develop their musicianship or improve their knowledge of notation and skill in reading notation, support with improvisation skills, notation and sequencing programs which assist students in composition activities.</p><p class="Abstract">Vemus - Virtual European Music Schools - a programme which focuses on teaching music notation or performing instruments, involving execution of rhythm patterns, melody, music scores; E-vocal learning, with simultaneous appearance of sound and notation, conducted by famous musicians. DIMA - Direct Impact of Multimedia Application - a platform that comprises courses, audio and video examples focusing on music history, performing and listening activities.</p><p class="Abstract">The partners proceed from various areas (higher education, innovation/development centers), and the projects were conceived to stimulate the implementation of ICT in the educational process in music, approaching teaching staff as a target group, and students as an interested party.</p>The need for such products was revealed by interviews and questionnaires and the results’ evaluation proved that the online environment can be accessed in order to develop educational resources, enrich lesson content, motivate and engage children in music education, deliver information and learning opportunities, stimulate children in their musical endeavors.
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Haryanti, Sri. "ANALISIS HASIL ASSESMEN DIAGNOSTIK KEMAMPUAN KOMUNIKASI MATEMATIKA SISWA PADA PEMBELAJARAN DIMENSI TIGA TIPE TPS KELAS X." Jurnal Karya Pendidikan Matematika 5, no. 2 (October 19, 2018): 76. http://dx.doi.org/10.26714/jkpm.5.2.2018.76-91.
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This study aims to find out: the initial ability of students' mathematical communication; TPS type learning process accompanied by diagnostic analysis; analysis of student difficulties; effectiveness of TPS-type learning accompanied by diagnostic analysis; and students' mathematical communication skills after TPS type learning is accompanied by diagnostic analysis. The scope of the learning material in this study is the Three Dimensions for class X students. This type of research is mixed methods with concurrent embedded research designs. Qualitative methods as primary methods, while quantitative methods as secondary methods. Samples in qualitative research were taken by purposive sampling technique. Samples in quantitative research were taken by cluster random sampling technique. The research data was collected through questionnaires and written tests. Questionnaire data were analyzed descriptively qualitatively and test data were analyzed by proportion test, Uni Anova and Gain test. The results showed that 1) The initial ability of mathematical communication of students is still below the minimum completeness criteria. Student responses are low; 2) TPS type learning process accompanied by diagnostic analysis is carried out through three stages of think-pair-share; 3) TPS type learning accompanied by effective diagnostic analysis is evident from mathematical communication that achieves completeness, increases and is significantly better than the control group; 4) The difficulty of most students is not paying attention to the notation and not being careful in calculating; 5) Students' mathematical communication skills after TPS type learning accompanied by diagnostic analysis in the upper, middle and lower groups have been able to express mathematical ideas, have been able to draw according to the problems given and write mathematical notations are still lacking.
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Saputra, Sion, and Talizaro Tafonao. "Pendidikan Dasar Musik: Pendampingan dan Pelatihan Notasi Dasar kepada Remaja di GPT “MARANATHA” Desa Penda Pilang – Tumbang Manyangan." Jurnal Nusantara Mengabdi 1, no. 3 (June 9, 2022): 137–44. http://dx.doi.org/10.35912/jnm.v1i3.973.
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Abstract: Purpose: The purpose of this dedication is to train and prepare teenagers to have notation reading skills and understand basic notation. Research Methodology: This dedication was carried out by 1 trainer and followed by 10 teenaders who became participant/partner. On the process, this mentoring and training method is carried out by means of lectures, simulations, questions and answers, and exercises. Result: The results of this service activity have resulted in backing vocal services that have qualified abilities ranging from 80%. This can be seen when the participants/partners can read and understand the song notation well. Limitations: The limitation in this dedications is the lack of human resources from trainers. Ideally, mentoring and trainong of basic notation requires two trainers, because if one trainer is absent, the other trainer can still provide mentoring and training. Contribution: This activity make a good contribution to the church GPT “MARANATHA” Penda Pilang – Tumbang Manyangan villages, and was very effective among teenagers to foster the interests and talents of each participant/partner. Keywords: 1. Music Education 2. Basic Notation 3. Penda Pilang 4. Tumbang Manyangan
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Almuhailib, Badar. "Discourse in an EFL setting." Linguistics and Culture Review 5, S2 (August 22, 2021): 1605–16. http://dx.doi.org/10.21744/lingcure.v5ns2.2247.
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Turn taking is an important micro-skill in conversation and being governed to some extent by the cultural context, it may need to be explicitly taught while training learners for proficiency, interactional success, and performance in a foreign language. The premise is that these learners are being trained to fulfil a prospective need for interaction with native or second language speakers. Moreover, in the language classroom, smooth functioning and transfer of information can only be ensured when learners’ current turn taking patterns and the desirable ones are compared. This study aims to observe the active factors in the process of turn taking using Sacks et al.'s (1978) as the theoretical basis in the first year tutorial EFL class with a total of eight intermediate and upper intermediate learners at Qassim University, KSA. Video recorded data from twelve speaking skills analysed using a speech analysis software (Praat V 6.2.22 version) along with time notations, discourse particles, overlaps, and turn transfer notes taken simultaneously. Data showed that the EFL learners most frequently took self-select (241 times) as the form of turn taking while the role of particles in turn transfer was minimal, indicating the learners’ poor paralinguistic skills in English.
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Widorini, Lia Indah Septiwin, Rachma Hasibuan, and Retno Trihariastuti. "The Effect of Angklung Musical Instrument on the Ability to Recognize Number Symbols and Fine Motorik of Children Aged 5-6 Years." International Journal of Trends in Mathematics Education Research 2, no. 1 (March 2, 2019): 40. http://dx.doi.org/10.33122/ijtmer.v2i1.122.
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This study aims to educate early childhood children about learning to recognize number notation easily and how to play angklung correctly. With the playing Angklung can develop the ability to recognize symbols of the numerical notation and fine motor that is coordinating between eyes by hand. This study was conducted in children aged 5-6 years at the Taman Kasih Kindergarten in Surabaya, with a total of 23 control classes and 23 experimental classes for children. This study uses quantitative research that uses experimental methods and has a control group. The feasibility of angklung media from media experts and material experts with very valid criteria and is appropriate to use. Pretest results of children's abilities are still many who have not developed 74%, have not developed 4%, and have developed as expected 17%. After being given treatment using the angklung instrument, the ability of 70% of children to develop is very good and 30% to develop as expected. Based on the data above, the angklung media used in playing musical instruments in recognizing numerical notation symbols can improve the cognitive aspects of early childhood development while the results of pretest results of fine motor skills of children are still at the stage of developing as much as 54% and fine motor skills that develop as expected as much as 46%. After being treated as much as five times, then held a posttest increased to fine motor skills of children to develop very well 76% and develop as expected 24%.
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Fatihah, Annisa Al, Y. Yennita, and Dedi Futra. "Students' Written Communication Skills in Science Learning." Journal of Innovation in Educational and Cultural Research 3, no. 4 (August 22, 2022): 564–72. http://dx.doi.org/10.46843/jiecr.v3i4.292.
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Communication skills are one of the skills needed by humans in the 21st century. Mathematical communication skills are very important for every student to have, this is useful so that students can understand the problems in science learning given and students are able to express their ideas in solving these problems. This study aims to describe the level of students' written communication skills in science learning. The type of research used is survey research. The sample of this research was 53 respondents of class VIII MTsN 4 Bengkalis. Data collection were techniques in the form of giving a test totaling 10 questions. The questions used refer to 4 aspects of communication skills, namely, 1) Changing the form of data presentation, 2) The accuracy of the use of notation, vocabulary, sketches, graphs, tables, and pictures, 3) The suitability of writing problem-solving steps, 4) Making conclusions. The average percentage of students' written communication skills for each aspect and each indicator is; 1) 72,96 for indicators changing the presentation of data, 2) 44,03 for indicators using graphs, tables, and diagrams, 3) 24,29 for indicators explaining events or experimental results and 4) 47,88 for concluding. In all aspects of written communication, the average score obtained is 47.29, which is included in the poor category.
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Rahayu, Ratri, Kartono* Kartono*, Dwijanto Dwijanto, and Arief Agoestanto. "Problem-Solving Process of Students with a Reflective Cognitive Style Based on the Action-Process-Object-Schema Theory." European Journal of Educational Research 12, no. 1 (January 15, 2023): 41–58. http://dx.doi.org/10.12973/eu-jer.12.1.41.
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<p style="text-align: justify;">The skill to solve mathematical problems facilitates students to develop their basic skills to solve problems in daily life. This study analyzes students' problem-solving process with a reflective cognitive style in constructing probability problems using action, process, object, and schema theory (APOS). The explanatory method was used in this qualitative study. The participants were mathematics students at the Department of Mathematics, Universitas Negeri Semarang. The researchers collected the data with the cognitive style test using the Matching Familiar Figure Test (MFFT), used a valid problem-solving skill test, and the interview questions. The data analysis techniques used were processing and preparing the data for analysis, extensive reading of the data, coding all data, applying the coding process, describing the data, and interpreting the data. The results showed that (1) the problem-solving process of students with symbolic representation was characterized by the use of mathematical symbols to support the problem-solving process in the problem representation phase; (2) the problem-solving process of students with symbolic-visual representation was characterized by the use of symbols, notations, numbers, and visual representation in the form of diagrams in the problem representation phase.</p>
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Dorris, Jennie, and Juleen Rodakowski. "Developing a Spatial-Skills-Focused Music Program for Older Adults With Changes in Cognition." Innovation in Aging 4, Supplement_1 (December 1, 2020): 291–92. http://dx.doi.org/10.1093/geroni/igaa057.934.
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Abstract Older adults with cognitive changes need stimulating programming to maximize their cognitive abilities. One area to maximize includes spatial skills, its decline can lead to disorientation and wandering. Music has potential to maximize spatial skills: reading music’s notation is associated with enhanced spatial skills in children and professional musicians. It’s critical to understand the potential impact of a spatially focused music program for older adults with changing cognition; if successful, future music programs could support people staying orientated in their environments and living independently longer. We developed and assessed a six-week marimba program focused on reading music with 15 older adults ages 65-89 with changes in cognition. We compared their scores on the Orientation Test from the Test of Visual Perceptual Skills pre- and post-intervention and assessed if participants self-selected to read music notation. Participants scored an average Modified Mini Mental State Examination (3MSE) score of 81.3 (SD = 11.0). On average, participants’ scores on the Orientation Test moved from 13.4 (SD =1.9) to 14.1 (SD= 2.7), providing a cohen’s d effect size of 0.3. Over the six weeks, 11 out of the 15 participants selected to read music for at least one class, indicating a statistically significant change using the Wilcoxon signed-rank test (Z = -3.16, p < 0.01), suggesting that older adults with cognitive changes may be able to learn to read music. This is important, as a spatially focused music program may maximize spatial skills that older adults need to successfully navigate their world safely and independently.
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Akalili, Imania Aufi. "PROFIL KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH GEOMETRI DITINJAU DARI LEVEL VAN HIELE." KadikmA 11, no. 3 (February 5, 2021): 40. http://dx.doi.org/10.19184/kdma.v11i3.22580.
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Mathematical communication skills are needed to express ideas, messages, and ideas through written or oral. The research subjects were five students of class XII SMAN Ambulu who were categorized in van Hiele level. The results of the data analysis obtained were students with informal deduction had the ability to express mathematical ideas through written or oral, the ability to understand mathematical ideas both orally and in writing and the ability to use terms and notations to present data, and had the ability to present ideas. mathematics in solving or describing models of mathematical problems. Students of analysis have the ability to express mathematical ideas through oral, the ability to understand and evaluate mathematical ideas both orally and in writing, and are able to use mathematical terms and notations in presenting mathematical ideas. Visualization students are able to explain how to describe geometric transformations orally and are able to use notations and terms in presenting data.
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Putnam, Michelle. "The Regular Notation for Gerontological Social Workers to Have Broad Skill Sets." Journal of Gerontological Social Work 58, no. 4 (May 13, 2015): 317–18. http://dx.doi.org/10.1080/01634372.2015.1042294.
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Musco, Ann Marie. "Playing by Ear: Is Expert Opinion Supported by Research?" Bulletin of the Council for Research in Music Education, no. 184 (April 1, 2010): 49–64. http://dx.doi.org/10.2307/27861482.
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Abstract This literature review examines current thoughts, practices, and research on playing by ear, defined here as performance from memory of pre-existing music that was learned aurally without the aid of notation, without the visual stimulus of watching a live instrumental model, and without verbal hints such as being told the solfege. Research has investigated skill development with and without specific training, the correlation of skills with music reading and other variables, and the effects of play-by-ear instruction. There exists more research on learning by rote than learning by ear, and extant research is difficult to interpret because treatment protocols frequently involved a mix of instructional activities. Nonetheless, the literature to date supports the importance and efficacy of aural-based instructional activities, including learning by ear. The literature review concludes with a discussion of teacher concerns, potential resolutions, and suggestions for future research, which might include surveys of current practices, documented strategies for learning and teaching, longitudinal studies, and investigations that more clearly delineate the effects of learning by ear.
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Zych, Magdalena. "Education for business analysts in Poland." Education for Information 36, no. 4 (December 16, 2020): 347–70. http://dx.doi.org/10.3233/efi-200391.
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The research aim is to investigate the relationship between skills required for a business analyst’s (BA) job and learning outcomes from selected Library and Information Science (LIS) degrees in Poland. Two hypotheses are stated: 1. Employers in Poland look for their future BAs among graduates with different degrees; 2. LIS-related degrees provide the core competences required for a BA job in Poland. An analysis of job offers for BAs in Poland was made, along with a comparative analysis of BA skills from the Standard Classification of Occupations, version 3 of the Guide to Business Analysis Body of Knowledge (BABOK 3), job offers and learning outcomes from Polish LIS-related degree courses. The most common requirements posted in job offers are language skills, knowledge of IT tools, communication, presentation and mediation skills, personality traits and analytical skills. Distinctive BA features such as understanding the nature of business analysis, requirements engineering, using notations and process frameworks, systems modelling and programming were found only in job offers and BABOK 3. Recommendations are made for LIS-related degree courses on how to deal with the mismatch between the skills required in the job market and those received through formal education.
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Tudor, Brîndușa. "10. Summary of Some Aspects of Piano Interpretation in Schubert Sonatas, According to Musical Notation." Review of Artistic Education 1, no. 23 (April 1, 2022): 73–80. http://dx.doi.org/10.2478/rae-2022-0010.
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Abstract In order to be able to reveal the constructive value and expressive force of Schubert’s piano sonatas, one needs first of all a good edition that rends as precisely as possible the author’s original text, as well the pianist’s skill to bring score to life, therefore managing to transpose in his interpretation the composer’s creative intentions, that are set by using the musical notation. We wish to highlight below some aspects of Schubert’s musical notation regarding dynamics and sonority, sound emitting manners (legato and staccato) and pedalling.
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Obaidellah, Unaizah, Aznul Qalid Md Sabri, Erma Rahayu Mohd Faizal, and Yin Kia Chiam. "COMPREHENSION OF LINKED LIST DIAGRAMS: THE EFFECTS ON CODE WRITING SKILLS." Malaysian Journal of Computer Science 34, no. 2 (April 30, 2021): 199–220. http://dx.doi.org/10.22452/mjcs.vol34no2.5.
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The use of graphics has a tendency to aid reasoning in program solving by improving novice programmers’ ability to read and write code. This study extends existing work in computer programming on the use of diagrammatic representation for students undertaking the fundamental data structure course (CS2) in Malaysia. Students were tested on comprehension of diagrams followed by the composition of code with respect to the linked list topic. The data was assessed using the inter-rater agreement test and showed a high degree of consistent ratings. Results showed a moderate correlation between students’ ability to analyze list operations in the form of notation and performance on code writing. Students assessed the diagrams differently according to the complexity level. The result can be generalized to conclude that the use of diagrams alone may not fully support reasoning and program solving. However, some types of diagrams are potentially more effective to support code composition and more emphasis should be given to evaluating the effectiveness of diagrams in organizing cues to facilitate novice programmers in program solving. Further investigation on a combination of activities related to comprehension of diagrams, including code reading and explanation prior to code writing, is recommended.
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Carroll, Debbie. "Children’s invented notations: Extending knowledge of their intuitive musical understandings using a Vygotskian social constructivist view." Psychology of Music 46, no. 4 (July 14, 2017): 521–39. http://dx.doi.org/10.1177/0305735617716532.
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Children’s invented musical notations provide a fascinating window into their musical and metacognitive understandings. Using a Vygotskian social constructivist perspective that emphasizes the social nature of cognition, the purpose of this qualitative study was to examine the processes and products of children’s notations as they notated a song and then taught it to a peer, a multi-level task currently unstudied in the literature. Thirteen Canadian children, aged 5–9 years, without prior music instruction, notated a song learned the previous week, sung it back, explained what they did, and then taught the song to a classmate the following week. The children’s notations, as well as audio and videotapes of them carrying out the multi-level task, provided the primary data; audiotaped conversations with parents, teachers, and a school principal provided secondary data. Analyses generated descriptive and narrative portraits, which demonstrate the increasingly sophisticated representational strategies used by the children from three different age groups as they notated, refined, and taught a song. Select portraits are presented and discussed. Implications for research and practice highlight the value of the research task in eliciting children’s multiple intelligences and collaborative problem-solving skills, and painting more complete portraits of their intuitive and emergent musical and metacognitive understandings.
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Burman, Douglas D., and James R. Booth. "Music Rehearsal Increases the Perceptual Span for Notation." Music Perception 26, no. 4 (April 1, 2009): 303–20. http://dx.doi.org/10.1525/mp.2009.26.4.303.
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DESPITE EVIDENCE FOR IMPROVED VISUAL PROCESSING of the printed score among skilled musicians, the effect of music rehearsal on the effective visual field ("perceptual span") for a musical score has never been directly examined. Following 1––20 rehearsals, 11 skilled and 10 less skilled adult musicians reported whether a variant note appeared within a melodic sequence of 3––18 notes, presented onscreen for 200 ms in a tachistoscopic task designed to evaluate the perceptual span. Initially, skilled musicians showed a slightly larger perceptual span for challenging passages (5 notes vs. 4 notes for less skilled musicians). Perceptual spans increased incrementally in both groups, but skill differences in span size disappeared by 20 rehearsals (span of 11 notes). A correlation between improvements in visual perceptual span and performance speed suggests that perceptual learning could underlie early improvements in performance during music rehearsals.
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Hikmah, Ainul, Yenita Roza, and Maimunah Maimunah. "ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP PADA SOAL SPLDV." Media Pendidikan Matematika 7, no. 1 (July 7, 2019): 29. http://dx.doi.org/10.33394/mpm.v7i1.1428.
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Students' communication skills need to be described because they are used as communication tools in solving problems given. This study aims to find out and analyze students' mathematical communication skills and their obstacles to the topic of two-variable linear equation systems. This type of research is descriptive research. The research subjects consisted of 6 students divided in high, medium and low-ability students who were selected from 20 students, class VIII students of Riau Global IT Middle School Pekanbaru in 2018/2019. The method used is tests and interviews. The results obtained by the overall achievement were 70% of the achievement of indicators expressing mathematical ideas by speaking, writing, showing, and describing them visually, 66.7% for indicators of understanding, interpreting, and evaluating mathematical ideas presented in the form written, oral, or visual and 40% for the achievement of indicators using vocabulary, notation, and mathematical structures to represent ideas, describe relationships, and model situations. Whereas the obstacles to mathematical communication skills found are the ability of prerequisites that are not fulfilled, low reading and writing skills and low mathematical understanding of students.
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Triana, Dinny Devi, and Rivo Panji Yudha. "Performance Assessment Through Motion Literation to Assess The Motoric Skill of Junior High School Students Based on Laban Notation." Harmonia: Journal of Arts Research and Education 21, no. 1 (June 7, 2021): 35–42. http://dx.doi.org/10.15294/harmonia.v21i1.29132.
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Motor skills integrate physical functions and coordination between the brain as a center for information and control through visual activities (reading) and tactile (writing) movement symbols. Symbols and motion codes are found in labanotation, so the ability to read symbols and write symbol patterns is called motion literacy. It can be done through continuous assessment continuously in an effort to diagnose their abilities. The results of the study describe a change in the condition of students’ motor skills after intervention through labanotation-based motion literacy work assessment, namely the change in conditions from the intervention condition (B) to the final baseline condition (A’) decreases the students’ adaptability. However, at the final baseline condition (A’), the motor ability score improved better than in the phase before baseline (A). The total average score obtained in this condition was 62.86%. Thus it can be concluded that the effect of performance appraisal through motion literacy provides benefits for improving brain function because structured and programmed motion exercises are useful in stimulating various learning centers in the brain. This also impacts on improving motor skills in students to undergo the learning process at a later stage.
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HESS, JAN, CHRISTIAN REUTER, VOLKMAR PIPEK, and VOLKER WULF. "SUPPORTING END-USER ARTICULATIONS IN EVOLVING BUSINESS PROCESSES: A CASE STUDY TO EXPLORE INTUITIVE NOTATIONS AND INTERACTION DESIGNS." International Journal of Cooperative Information Systems 21, no. 04 (December 2012): 263–96. http://dx.doi.org/10.1142/s0218843012500049.
Full textAbstract:
Adaptations of business processes are important in work environments, specifically when process-support needs to be tailored according to changing needs. The creation, management, and adaptation of the process models require typically modeling-experts. While these actors are knowledgeable in formalizing and operationalizing processes end-users who do not necessarily possess sophisticated modeling skills know typically local practices and framing conditions best. In this paper, we present an approach to support users in articulating their needs and to involve them into the (re-)design of process specifications. We explore how end-users reflect upon and articulate about business processes. Based on results of a qualitative study, we present a new, paper-based interaction technique, which enables users with little skills to model processes. The resulting process specifications can be transferred either in paper or in digital form into traditional modeling systems for further elaboration.
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Clauhs, Matthew. "Beginning Band without a Stand: Fostering Creative Musicianship in Early Instrumental Programs." Music Educators Journal 104, no. 4 (June 2018): 39–47. http://dx.doi.org/10.1177/0027432118768383.
Full textAbstract:
Approaches to teaching music notation and instrumental technique have been standardized and codified in the United States with great success in beginning instrumental programs. While these skills are important, we do a disservice to students if we do not equally develop comprehensive musicianship and creative thinking at a young age. Creating music is one of the four “Artistic Processes” that guide our instruction in the new National Core Arts Standards framework. It is also a process that many instrumental music teachers struggle to implement, especially in early stages of instruction when note-reading and technique seem to be the highest priority. Drawing on examples from an elementary school band program that shifted away from music notation in the rehearsal room and group lesson space, I examine how instrumental music teachers can move students beyond the music stand into a deeper and more creative understanding of the elements of music.
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Juniasani, Adinda, Sutrisno Sutrisno, and Agnita Siska Pramasdyahsari. "Mathematical Communication Skills of Junior High School Students with High Mathematical Resilience on Opportunity Materials." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 6, no. 1 (January 21, 2022): 11. http://dx.doi.org/10.31331/medivesveteran.v6i1.1796.
Full textAbstract:
This study aims to describe the mathematical communication skills of junior high school students with high mathematical resilience on the material of probability. The subjects selected in this study were two students of class VIII I of SMP N 1 Sulang who had high mathematical resilience. Data collection techniques used are mathematical resilience questionnaires, written tests and interviews. The validity of the research data was tested using technical triangulation, source triangulation and time triangulation. Data processing and analysis of research results are assisted by the Nvivo QSR software. The results of this study indicate that students with high mathematical resilience can master all indicators to the maximum. Students are able to express mathematical ideas through writing and orally. Students are also able to demonstrate, describe, and understand mathematical ideas. In addition, students are also able to evaluate and interpret mathematical ideas. Students have also used mathematical notations in working on problems on probability material.
Keywords: mathematical communication, mathematical resilience, probability material.
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McClintock, Ruth. "Counting Triples, Triangles, and Acute Triangles." Mathematics Teacher 92, no. 7 (October 1999): 612–19. http://dx.doi.org/10.5951/mt.92.7.0612.
Full textAbstract:
Activities involving counting triples, triangles, and acute triangles enrich the curriculum with excursions into modular arithmetic, the greatest-integer function, and summation notation. In addition, more advanced students can apply difference-equation techniques to find closed forms and can use mathematical induction to prove the formulas. Students may be learning about these topics for the first time, or they may be reviewing familiar ideas in different problem-solving contexts. In either situation, personal arsenals of problem-attacking skills are strengthened.