Journal articles on the topic 'School: School of Mathematics, Statistics and Computer Science'
To see the other types of publications on this topic, follow the link: School: School of Mathematics, Statistics and Computer Science.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'School: School of Mathematics, Statistics and Computer Science.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Sanusi, Abdulmuahymin, and Muhammad Muhammad. "APPLICATION OF CANONICAL CORRELATION ANALYSIS ON SCIENCE PRODUCTION." International Journal of Engineering Technologies and Management Research 3, no. 8 (January 30, 2020): 15–24. http://dx.doi.org/10.29121/ijetmr.v3.i8.2016.65.
Full textAbstract:
The development of any given nation is behind its advancement in science and technology; this can be achieved through the upbringing of the new generation on the knowledge related to science and technology by putting in all efforts, factors and mechanisms that will easily aid the better understanding and interest in science and technology. This research work tends to investigate the production of science in some selected schools in Gombe state, Nigeria; that offer science as their core subjects. Three factors were used; School output [i.e. the grades obtained in science subjects(Mathematics(MTH), Physics(PHY), Chemistry(CHM) and Biology(BIO)], the School input [i.e. Averagely Equipped Library and Laboratory for Science (AELAL), Science teachers’ years of teaching experience (STYTE), Instructional Hours on Science subjects per week (INSHR) and students’ teacher ratio (STR)] and Environmental input [i.e. The number of text books on science possessed by students (NTBS), hour spent studying science outside school hours (HRSS), home leaning aids on science such as computer, science dictionary est. (HLAS) and home extra moral teacher on science(HETS)]. Two sets were formed, Set-A (school output) and Set-B (school input and environmental input).The data used is obtained through the questionnaire distributed to the random selected school. The research work adopts the use of Descriptive statistics to verify the normality of the data and Canonical Correlation Analysis to investigate the relationship between the sets of the data. Three Canonical roots were obtained and only two are statistically significant, the first showing a strong positive correlation coefficient between the sets of data, indicating the impact of the School and Environmental inputs on the school output. However, improvement on the School and Environmental inputs will equally improve the production of Science in the selected schools as a case study and some other schools in the states at large.
2
Nuriakhmetov, R. R. "VISUALIZATION OF DATA AND RESULTS AS А METHODOLOGICAL BASIS OF APPLIED STATISTICS TEACHING." Bulletin of Siberian Medicine 13, no. 4 (August 28, 2014): 81–88. http://dx.doi.org/10.20538/1682-0363-2014-4-81-88.
Full textAbstract:
Traditional methods of teaching in medical high school of informatics as computer sciences and statistics as a section of high mathematics contradict to requirements of modern applied medicine and a medical science. A research objective is revealing of the reasons of the given discrepancy and its elimination ways. Similar discrepancy was revealed earlier by foreign researchers studying efficiency of the statistic school programs. The revealed laws appeared to be extended to a technique of teaching of statistics in a high medical school. Pursuing this aim the tests of educational achievements developed by the author were applied on the students of medical and biologic department of the Siberian State Medical Universirty that trained on specialities of “biophysics" and “biochemistry". The fundamental problem of statistical education is that symbols used by these science concern to the objects, which students still have to design. As a substantiation of this conclusion serves the ontosemiotical approach to working out of the maintenance of a course. In the article there are considered the approaches to the permission of the given contradiction, based on the experience of teaching of statistics in foreign schools and on the workings out of the author. In particular the conclusion about necessity of revision the tradition of using professional statistical packages and introduction of a special educational software. To working out the maintenance of a learning course it is offered to more widely apply the historical approach which concrete definition is represented by a principle of a guided reinvention.
3
Dogo, P., I. T. Tyoor, M. Joseph, E. I. Sulai, G. Huseyn, and Y. D. Samaila. "Assessment of Availability, Teachers’ Proficiency and Challenges of ICT Integration in Teaching Secondary School Mathematics and Science in Bauchi State, Nigeria." Kashere Journal of Education 2, no. 2 (March 11, 2022): 34–41. http://dx.doi.org/10.4314/kje.v2i2.5.
Full textAbstract:
The study assesses status of integration of Information and Communication Technologies (ICT) in teaching mathematics and science at Public Senior Secondary School in Bauchi Central Educational zone of Bauchi State, Nigeria. The study was aimed to; find out types of available ICT facilities for teaching mathematics and science; establish teacher’s proficiency level of integration of ICT in teaching and learning of Mathematics and Science, and establish challenges faced in the integration of ICT facilities for teaching mathematics and science, Descriptive research design was used for the study. Non Proportional and Purposeful sampling were used for choosing fifty (50) teachers who formed the sample of the study. The sample size was taken from a target population of 250 (20%) mathematics and science teachers. Two instruments were used for data collection. Included were structured and open ended questionnaires and interviews. Data were analyzed using descriptive statistics. Findings revealed high percentage of teacher’s response on the availability of ICT facilities in the study schools, included were white board (74.5 %), laptops (68.6%), printers (56.9%), computer device (50.9%), smart board (50.1 %) and projectors (49.0%). Half (51.0%) of teachers reported internet service and scanning machine not functional. Few teachers (15.7%) reported computers and printers (11.7 %) not functional. Majority (44%) of mathematics and science teachers have a fair knowledge of using ICT facilities to present lesson. Result revealed teachers lack of workshop/seminar on ICT integration (88.2%), students’ ratio to ICT facilities (computers) (86.3%) and lack of time for teachers (58.6%) using ICT during lesson were major challenges. The implication of the study is that effective ICT integration can only be actualized if new initiatives are taken. Thus the study recommended that Mathematics and science teachers should be engaged on professional development training with emphasis on ICT integration in the classroom situation. Stake holders in education sectors and school administrators most ensure effective functions of available ICT facilities in secondary schools.
4
Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Kateryna O. Lebedieva, Vira M. Andriievska, and Andrey V. Pikilnyak. "Training elementary school teachers-to-be at Computer Science lessons to evaluate e-tools." CTE Workshop Proceedings 7 (March 20, 2020): 578–91. http://dx.doi.org/10.55056/cte.414.
Full textAbstract:
The study purpose is to develop methodological support for students’ training for evaluation e-tools for young learners and to check its effectiveness experimentally. The module “Expert evaluation of the quality of e-tools for young learners” is offered for teachers-to-be. The determination of the weighting factor of each criterion by expert evaluations was organized. Educational principles, correlation e-tool content with the curriculum, interactivity, multimedia, assistance system, ergonomic requirements are mentioned. On the basis of the criterion rank, the significance of each criterion was calculated. The indicators to determine the level of preliminary expert evaluations of e-tools are proposed. The results are calculated with nonparametric methods of mathematical statistics, in particular, Pearson’s criterion χ2. The conclusion is the expert evaluation has different activity stages, gradually becoming a common phenomenon. Training teachers-to-be for e-tool expert evaluation at Computer Science, Mathematics, English is a complex process.
5
Fakomogbon, Michael Ayodele, Rachael Funmi Adebayo, Mosiforeba Victoria Adegbija, Ahmed Tajudeen Shittu, and Oloyede Solomon Oyelekan. "Subject Specialization and Science Teachers’ Perception of Information and Communication Technology for Instruction in Kwara State." International Journal of Information and Communication Technology Education 10, no. 1 (January 2014): 25–34. http://dx.doi.org/10.4018/ijicte.2014010103.
Full textAbstract:
This study examined Kwara State secondary school science teachers’ perception of ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government Areas in Kwara State. The data collected through questionnaires tagged Science Teachers Information and Communication Technology Perception Questionnaire (STICOTEPQ) were analysed using frequency count, mean, chi-square and Analysis of Variance (ANOVA) statistics. Findings revealed that (i) the science teachers’ perception of ICT was generally positively low and (ii) there was significant difference in the secondary school science teachers’ perception of ICT for instruction based on their area of specialization{F(3,252) = 50.323, p<0.05}with the Biology teachers having the highest level of perception while the Mathematics teachers had the lowest perception. The implication of this study was that should the secondary school science teachers remain at this level of perception of ICT for instruction, the probability that ICT will be used for classroom instruction in Kwara State is very low. It was therefore recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of ICT for instruction.
6
Waits, Bert K., and Franklin Demana. "Soundoff: Manipulative Algebra the Culprit or the Scapegoat?" Mathematics Teacher 81, no. 5 (May 1988): 332–34. http://dx.doi.org/10.5951/mt.81.5.0332.
Full textAbstract:
Is algebraic manipulation important for students' mathematical understanding? Will students be crippled in subsequent, more advanced courses in mathematics and science if most, or all, algebraic manipulation is removed from high school algebra courses? Champions of the full and unrestricted use of computers and calculators to do algebraic manipulation (e.g., MuMath, Macsyma, HP 28C) argue for a substantial reduction of the time spent teaching algebra manipulation. They would use this time to teach new, modern numerical topics and techniques that foreshadow the study of statistics and computer science. But is the old mathematics bad mathematics? Many conservative mathematicians and mathematics educators argue for the status quo. But have we no way to improve on the old mathematics with new technology? Is it fair to keep students in the dark about modern developments in the field of mathematics.
7
Lugo-Armenta, Jesús Guadalupe, and Luis Roberto Pino-Fan. "Inferential Reasoning of Secondary School Mathematics Teachers on the Chi-Square Statistic." Mathematics 9, no. 19 (September 28, 2021): 2416. http://dx.doi.org/10.3390/math9192416.
Full textAbstract:
Statistics education has investigated how to promote formal inferential reasoning from informal inferential reasoning. Nevertheless, there is still a need for proposals that explore and progressively develop inferential reasoning of students and teachers. Concerning this, the objective of this article is to characterize the inferential reasoning that secondary school mathematics teachers show in the practices that they develop to solve problems regarding the Chi-square statistic. To achieve this, we use theoretical and methodological notions introduced by the onto-semiotic approach of mathematics knowledge and instruction. In particular, we have taken a theoretical proposal of levels of inferential reasoning for the Chi-square statistic. Based on the results, the main conclusion was that the proposal above effectively predicted the teachers’ practices, allowing us to distinguish characteristic elements of the levels of inferential reasoning.
8
MIKE, KOBY, and ORIT HAZZAN. "MACHINE LEARNING FOR NON-MAJORS: A WHITE BOX APPROACH." STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 2 (July 4, 2022): 10. http://dx.doi.org/10.52041/serj.v21i2.45.
Full textAbstract:
Data science is a new field of research, with growing interest in recent years, that focuses on extracting knowledge and value from data. New data science education programs, which are being launched at a growing rate, are designed for multiple levels, beginning with elementary school pupils. Machine learning is an important element of data science that requires an extensive background in mathematics. While it is possible to teach the principles of machine learning as a black box, it might be difficult to improve algorithm performance without a white box understanding of the underlaying learning algorithms. In this paper, we suggest pedagogical methods to support white box understanding of machine learning algorithms for learners who lack the needed graduate level of mathematics, particularly high school computer science pupils.
9
Ziatdinov, Rushan, and James R. Valles. "Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics." Mathematics 10, no. 3 (January 27, 2022): 398. http://dx.doi.org/10.3390/math10030398.
Full textAbstract:
GeoGebra is an interactive geometry, algebra, statistics, and calculus application designed for teaching and learning math, science, and engineering. Its dynamic interface allows its users to accurately and interactively visualize their work, models, and results. GeoGebra employs the synthesis of three key features: modeling, visualization, and programming (MVP). Many studies have shown the positive effects of GeoGebra on the efficiency and effectiveness of learning and teaching topics related to science, technology, engineering, and mathematics. In this study, we discuss how GeoGebra provides an environment for learning that is very interactive and collaborative between the learner and the instructor. We also show how integrating GeoGebra into the learning scheme can help improve the skills and knowledge of school and university students in numerous advanced mathematical courses, such as calculus, mathematical statistics, linear algebra, linear programming, computer-aided design, computer-aided geometric design, analytic and projective geometry, and graphical representation. Therefore, this study shows the effectiveness of GeoGebra and its MVP key features in science and engineering, particularly in topics related to mathematics. Each key feature of GeoGebra is thoroughly analyzed, and further analyses, along with how GeoGebra can be helpful in different topics, are discussed.
10
Salahot, Ester Damiano. "The Effects of Mathematics Anxiety on Mathematics Performance among Secondary School Students in Tanzania: A Case of Arusha City Council." International Journal of Scientific Research and Management 10, no. 12 (December 27, 2022): 425–36. http://dx.doi.org/10.18535/ijsrm/v10i12.m001.
Full textAbstract:
The continuous trend of poor mathematics performance in Tanzania has developed different stakeholders' attention, including the Government, to research the possible causes of poor performance. The presence of mathematics anxiety among students is believed to have an impact on students' performance in Mathematics. In this study, the researcher aimed to investigate the effects of Mathematics Anxiety on Mathematics Performance Among Secondary Schools Students in Tanzania. The study employed a sample size of 396 students from six secondary schools in the Arusha City Council. The researcher collected data through structured questionnaires with closed-ended questions distributed to respondents. Respondents' mathematics terminal examination marks were used in this study. The collected data were analysed using descriptive (percentages and mean) and inferential statistics (correlation and multiple regression analysis). The results generally revealed a significant effect of mathematics anxiety on mathematics performance among secondary school students at a 0.05 level of significance (P-Value 0.00 2- tailed). A correlation coefficient r = 0.304 indicate a significant moderate positive relationship between the effects of mathematics anxiety and mathematics performance. The regression equation indicates that mathematics anxiety affects mathematics performance by 46.6% when other factors remain constants. Based on the findings, it was recommended that mathematics teachers be aware of the possibility of mathematics anxiety among their students. Also, further studies that involve a large sample should be conducted to re-confirm the assertion.
11
Rico, Nuria, and Juan F. Ruiz-Hidalgo. "Errors concerning Statistics and Probability in Spanish Secondary School Textbooks." Applied Sciences 12, no. 24 (December 12, 2022): 12719. http://dx.doi.org/10.3390/app122412719.
Full textAbstract:
Textbooks are considered essential, providing a hierarchical organisation of knowledge, forging the intellectual scaffolding of students and teachers alike, and playing a crucial role in compulsory education. In this paper we discuss, by means of a content analysis, the systematic errors detected in the presentation of questions related to statistics and probability in Spanish secondary school textbooks on mathematics. We found some errors appear systematically in the texts, and the most common are: faulty differentiation between quantitative and qualitative variables, between discrete and continuous variables and between randomness and determinism, confused examples for the bar charts, uncritical choice for graphic representations, inaccuracies in specific vocabulary, and ignoring prior probabilities and a poor consideration about representativeness. We classify the observed errors considering that some of these errors arise from the inherent difficulty of the content and others arise from differences between mathematical and statistical thinking as well as from judgments based on heuristic rules. Knowing the existence of these errors and the reasons why they occur are key points to make them disappear from statistical lessons and to help citizens achieving true statistical literacy.
12
Gea, María M., Jocelyn D. Pallauta, Carmen Batanero, and Silvia M. Valenzuela-Ruiz. "Statistical Tables in Spanish Primary School Textbooks." Mathematics 10, no. 15 (August 8, 2022): 2809. http://dx.doi.org/10.3390/math10152809.
Full textAbstract:
Statistics is introduced in primary education in Spain, and its teaching is largely supported by textbooks, which are freely provided to the children. In this research, we analyse the activities based on statistical tables included in two complete collections of primary education mathematics textbooks. These activities are classified according to the type of table, the data presented in them, the activity requested from the student in relation to the table, and the data context, according to those suggested in the PISA studies. Using content analysis, we found that tables of distribution of a variable predominate, mainly with frequencies. The most frequent activity is the reading of information from the table, while the personal context appears in the majority of the activities. This analysis serves to highlight how the teaching of statistical tables is developed throughout primary education and inform the teachers about relevant variables that should be considered in their teaching.
13
Khanal, Bishnu, Dirgha Raj Joshi, Krishna Prasad Adhikari, and Jeevan Khanal. "Problems of Mathematics Teachers in Teaching Mathematical Content Online in Nepal." International Journal of Virtual and Personal Learning Environments 12, no. 1 (January 1, 2022): 1–17. http://dx.doi.org/10.4018/ijvple.312845.
Full textAbstract:
The study aimed to explore the problems of teachers in teaching mathematical contents through the online mode during COVID-19 in Nepal. A cross-sectional survey study was carried out among 415 mathematics teachers from basic school to the university level. A self-constructed questionnaire was administered online, and the data were analyzed using the t-test, ANOVA, and the hierarchical multiple regression. The result shows that Algebra, Statistics, Vectors, Geometry, and Analysis are problematic areas for teachers teaching mathematics online. The institution types, ICT training status, and years of using the laptop by teachers at the secondary level were found to be the key factors determining the problem of mathematical content teaching during online instruction although the level of problems varied with respect to the teachers' age and experience at the university level.
14
Liisa Eriksson, Sirkka, Pentti Haukkanen, Terttu I. Hukka, and Helge Lemmetyinen. "Tampereen matemaattisten aineiden aineenopettajakoulutus." Lumat: International Journal of Math, Science and Technology Education 3, no. 6 (October 30, 2015): 800–807. http://dx.doi.org/10.31129/lumat.v3i6.999.
Full textAbstract:
We present how the education of subject teachers is organized in mathematics, science and computer science in Tampere. It is based on the idea that both engineering students and students from mathematics and science may choose to become a subject teacher. Students are accepted either to the master’s degree program in Science and Engineering of Tampere University of Technology or the master’s program of Mathematics and Statistics of University of Tampere. Students from different universities are giving opportunities to learn from each other. They study physics and chemistry in Tampere University of Technology and do pedagogical studies in University of Tampere. Both universities have also developed special motivating courses based on the didactical research to their students. In mathematics, there is a joined course for the second or third year students motivating towards teaching carrier. In both universities there are possibilities to do the master or bachelor thesis in didactics of mathematics or science. Both universities have an important role in education of subject teachers in Finland. Tampere University of Technology is providing opportunities during studies to cooperate between schools and industry. It gives ideas how science and mathematics are applied in the modern society. University of Tampere also trains primary school teachers with specialization in mathematics.
15
Peteros, Emerson, John V. De Vera, Cristy G. Laguna, Viotelino Christian B. Lapatha IV, Irene O. Mamites, and Jeffrey C. Astillero. "Effects of smartphone utilization on junior high school students’ mathematics performance." World Journal on Educational Technology: Current Issues 14, no. 2 (March 31, 2022): 401–13. http://dx.doi.org/10.18844/wjet.v14i2.6914.
Full textAbstract:
Smartphones are widely used among high school students nowadays. With their constant use of this technology, they have become more dependent on it. This study assessed the extent of smartphone utilisation and the academic performance of the 195 junior high school students at a public national high school. Respondents were identified using stratified random sampling and were asked to answer a survey questionnaire assessing their smartphone utilisation during their math classes
while their performance in the subject was determined using their First Quarter grades. The data gathered were treated using descriptive and inferential statistics. The results revealed that the respondents had very satisfactory performance and they often use their smartphones during their math classes. Smartphone utilisation has a negative negligible correlation with the student's academic performance in Mathematics. Furthermore, Smartphone utilisation has no significant relationship between the respondents’ math performance. Hence, teachers are encouraged to monitor students’ use of gadgets during their math classes.
Keywords: academic performance, Mathematics, junior high school students, smartphone utilisation
16
Reed, David E., Emily C. Kaplita, David A. McKenzie, and Rachel A. Jones. "Student Experiences and Changing Science Interest When Transitioning from K-12 to College." Education Sciences 12, no. 7 (July 19, 2022): 496. http://dx.doi.org/10.3390/educsci12070496.
Full textAbstract:
Student attitude and involvement in the sciences may be positively or negatively influenced through both formal academic experiences and informal experiences outside the classroom. Researchers have reported that differences in science interest between genders begin early in a student’s career and that attitudes towards a particular field of science can be correlated to achievement in that field. In this study, we approach the question of how attitudes towards science have been shaped using college-age students. Survey data from students in similar academic positions were employed to control for differences in cultural and academic progress. Results from a self-reflection survey indicated that general personal interest in both science as a process and field-specific content increased from elementary school through high school until entering college. Differences arose between self-identified genders in student experiences with science, both while in groups and when on their own. Female students had higher rates of participation and enjoyment with science in groups, while male students more frequently enjoyed science alone. Students, regardless of gender, rarely had negative experiences with science outside of the classroom. However, male students’ interest in science surpassed female students’ during high school. Declining interests in quantitative aspects of science (mathematics and statistics) were more frequently reported by female students and non-STEM majors during and before their college experience. Connecting student attitudes regarding science to their pre-college experiences with science early in their college career may be important to understanding how to best engage all genders, as well as non-STEM majors, in their college science courses.
17
Warne, Russell T., Gerhard Sonnert, and Philip M. Sadler. "The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest." Educational Researcher 48, no. 2 (March 2019): 101–11. http://dx.doi.org/10.3102/0013189x19825811.
Full textAbstract:
Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics) career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergraduates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM. After controlling for covariates, the strongest effect ( d = 0.13) showed that students who took AP Calculus had a modestly higher career interest in engineering and mathematics/computer science. However, the relationship between most AP mathematics courses and most STEM career outcomes was negligible. Most differences in outcomes between AP and non-AP students are likely due to preexisting differences between the two groups.
18
Burrill, Gail. "Implementing The Standards: Statistics and Probability." Mathematics Teacher 83, no. 2 (February 1990): 113–18. http://dx.doi.org/10.5951/mt.83.2.0113.
Full textAbstract:
Statistics—the collection, organization, and interpretation of data; the art and science of an-alyzing information—was until the late 1960s the domain of those gifted in mathematics or those few who needed limited knowledge to make inferences within their chosen field. The school curriculum furnished little background for the (“science of numbers.” Statistics was a vast array of symbols, formulas, and rules that seemed to have little relationship to reality. During the 1960s, a combination of circumstances indicated a need to change the role of statistics in society: the development of computers with the capacity to create, store, and analyze large quantities of data; the formation of new, simple, and effective data-analysis techniques; and the occurrence of rapid changes in personal and working environments of society.
19
Barrett, Gloria B. "Technology Tips: November 1999." Mathematics Teacher 92, no. 8 (November 1999): 744–47. http://dx.doi.org/10.5951/mt.92.8.0744.
Full textAbstract:
Editors note: Contemporary statistics courses at both the secondary and collegiate levels expect students to interact with data and to discover and confirm ideas with simulations. Traditionally this objective has been accomplished with computer programs. However, students can perform many of these simulations on the home screen of a graphing calculator. Such an intimate interaction with the process of simulation may help develop a better understanding of the underlying concepts. Gloria Barrett, a teacher at the North Carolina School of Science and Mathematics and author of Statistics with the TI-83 (Meridian 1997), has convinced many of us of the power of this approach.
20
Smirnov, Eugeny I., Anna Yu Skornyakova, and Sergey A. Tikhomirov. "Case tests as a tool for identifying of teacher’s professional deficits in the interpretation of complex knowledge." Perspectives of Science and Education 58, no. 4 (September 1, 2022): 557–77. http://dx.doi.org/10.32744/pse.2022.4.33.
Full textAbstract:
Introduction. The formation of functional (mathematical) literacy of students has been the basic trend of mathematical education in secondary school in recent years in connection with the results of the international PISA testing. Pedagogical experience, theory and practice, requests and challenges of real life show that fundamental mathematical abilities and situations of overcoming difficulties in mastering complex knowledge play a central role in various levels determining in the formation of mathematical literacy success. The purpose of the study is to identify the subject and methodological deficiencies of teachers in the interpretation of complex knowledge as a factor in the formation of mathematical literacy of students, using the original competence meters in case tests e form and using Google Forms. Materials and methods. Materials: diagnostic case-tests; online service Google Forms. Methods of descriptive statistics: arithmetic mean, standard deviation, etc. Results. It was revealed that teacher’s majority of (80%) adequately assesses their scientific and methodological potential, are tolerant of innovations in didactics. Low average results of teachers (43.7%) are shown, indicating the presence of subject deficits in mathematics teachers in the field of applying mathematical knowledge in solving practice-oriented tasks. The average results of teachers' methodological deficits (62.3%) indicate the teacher's readiness for professional self-development, the ability to adapt and knowledge using of science’s modern problems in solving practice-oriented tasks with student’s motivation and self-organization effects. Conclusions. The subject and methodological competencies of a teacher should cover the content and ways of complex knowledge adapting (modern achievements in science) to school mathematics, the variability of forms and means of generalized constructs presenting, knowledge of mathematical and computer modeling methods, knowledge of samples and standards of popular applications of complex knowledge to real life, technologies and industries. Practice-oriented tasks arise in teaching mathematics at the same time as a component of student’s project and research activities.
21
Diana, Emily, Mingzi Niu, and Georgy Noarov. "SIGecom winter meeting 2022 highlights." ACM SIGecom Exchanges 20, no. 1 (July 2022): 3–23. http://dx.doi.org/10.1145/3572885.3572886.
Full textAbstract:
Emily Diana is a rising fifth year Ph.D. student in Statistics and Data Science at the Wharton School, University of Pennsylvania, where she is advised by Michael Kearns and Aaron Roth. Her research focuses on the intersection of ethical algorithm design and socially aware machine learning, and she is honored to have been recognized as both a Rising Star in EECS by MIT and a Future Leader in Data Science by the University of Michigan. Before Penn, she received a B.A. in Applied Mathematics from Yale and an M.S. in Statistics from Stanford, and she spent two years as a software developer at Lawrence Livermore National Laboratory. Mingzi Niu is a rising fifth year Ph.D. student in Economics at Rice University, where she is advised by Mallesh Pai and Hülya Eraslan. Her research interest are primarily in microeconomic theory, with a focus on mechanism design, information theory and behavioral economics. Before Rice, she received a B.A. in Finance and Banking and a B.S. in Mathematics and Statistics at Peking University, and a M.A. in Economics at Duke University. Georgy Noarov is a rising third year PhD student in Computer and Information Science at the University of Pennsylvania, advised by Michael Kearns and Aaron Roth. Previously, he graduated from Princeton University with a B.A. in Mathematics. His research interests span across the fields of uncertainty quantification, online learning, fairness in machine learning, and algorithmic game theory.
22
Bazurin, V. M., O. S. Chashechnikova, Ye M. Karpenko, O. I. Pursky, and P. M. Palchuk. "Interdisciplinary problems of mathematical content as a means of teaching programming to secondary school pupils." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012010. http://dx.doi.org/10.1088/1742-6596/2288/1/012010.
Full textAbstract:
Abstract The article discusses the main provisions of a practice-oriented approach to teaching programming in a school computer science course. The practice-oriented approach is implemented using a system of practice-oriented problems of mathematical content. The article reveals the classification of practice-oriented problems. Particular attention is paid to Interdisciplinary problems of mathematical content. The article describes the methodology, the main stages and the results of the experiment, during which the effectiveness of the system of practice-oriented problems of mathematical content in the process of formation of pupils’ ability to solve programming problems was tested. Using the methods of mathematical statistics, it was proved that the system of practice-oriented problems of mathematical content is more effective than the system of problems given in school textbooks on computer science. During the experiment, the influence of the system of practice-oriented tasks on the formation of pupils’ ability to solve programming problems was also investigated. It was proved that the use of the system of practice-oriented programming problems more effectively affects the formation of the ability to solve programming problems. For pupils of the experimental group, the differences between the initial level of formation of the ability to solve programming problems and the final level were significant, while for pupils of the control group, they were insignificant. The results of the experiment confirm the positive influence of the system of practice-oriented problems of mathematical content on the formation of pupils’ ability to solve programming problems.
23
McDonough, Ian K., and Constant I. Tra. "The impact of computer-based tutorials on high school math proficiency." Empirical Economics 52, no. 3 (January 16, 2017): 1041–63. http://dx.doi.org/10.1007/s00181-016-1189-y.
Full text
24
Fokin, R. R. "SOME OF THE PSYCHOLOGICAL AND STATISTICAL ASPECTS OF TEACHING DISCIPLINES OF MATHEMATICS AND COMPUTER SCIENCE IN THE MODERN HIGHER SCHOOL." Современные наукоемкие технологии (Modern High Technologies), no. 9 2019 (2019): 175–79. http://dx.doi.org/10.17513/snt.37688.
Full text
25
Pallauta, Jocelyn D., Pedro Arteaga, and José A. Garzón-Guerrero. "Secondary School Students’ Construction and Interpretation of Statistical Tables." Mathematics 9, no. 24 (December 11, 2021): 3197. http://dx.doi.org/10.3390/math9243197.
Full textAbstract:
Understanding statistical tables is a main component of statistical literacy, although related research dealing with secondary school students is scarce. The purpose of this study was to investigate secondary school students’ performance when translating graphs to tables and then interpreting the resulting table. Using content analysis of the responses to a questionnaire given to a sample of Spanish students, we analysed the correctness of the constructed table, the semiotic conflicts that appeared in their construction, the interpretation of the table elements, the ability to argue on the basis of the information in the table, and the reading level exhibited by the student in this task. Most students correctly translated a pictogram to a frequency table, and a half of them a double bar graph to a two-way table. The main semiotic conflicts were misinterpretation of the icon in the pictogram and incorrect computation of marginal frequencies. About 40% of the sample correctly justified a statement using the data in the graph and then reached the upper reading level of the graph and table, but only a minority achieved that level when the question required knowledge of the context. The findings of the study suggested points to reinforce the teaching of statistical graphs and tables.
26
Talal Abdulrahman, Alanazi, and Adel A. Attiya. "Mathematical and Statistical Models with Applications of Spread of Private Tutoring in Saudi Arabia." Complexity 2022 (April 6, 2022): 1–9. http://dx.doi.org/10.1155/2022/7842971.
Full textAbstract:
Over the past century, private tutoring (PT) in many countries has increased dramatically. Moreover, the main disadvantage of PT is that has a byproduct and a characteristic on the educational system in developing countries in terms of contributing to conditions such as large class sizes, low public expenditures, and an inadequate number of universities. In Saudi Arabia, the spread of PT at school and university levels has yet to be addressed by researchers. One goal of this examination was to research the spread of PT in relation to mathematics being taught at school and university levels. This investigation used quantitative data of the questionnaire to determine the reasons for the spread. A total of 1000 students responded from University of Ha’il. The edge plans given results that are associated and like the assessment that is performed with the whole data. The current study found that a good family financial situation and lack of parental supervision of the children were significant factors underlying the spread of private tutoring at school and university levels.
27
Ongowarsito, Henkie. "Development of Mobile School Parent Desk Using 7C Framework." Advanced Science Letters 21, no. 4 (April 1, 2015): 1057–59. http://dx.doi.org/10.1166/asl.2015.5983.
Full textAbstract:
Customers are very important for the success of an educational institution or company. An educational institution must establish a good relationship with the prospective customer and existing customers in order to maintain and grow customer loyalty. The purpose of this research is to identify the features of an Mobile Parent Desk application needed by parents and school, designing Mobile Parent Desk application according to the needs of parents and the school, implementation plan of a Mobile Parent Desk application. Respondents in this study consisted of two groups: parents and school. The methods of analysis used in the research are factor analysis, 7C framework, and descriptive statistics. The final result of this research is an e-CRM application-Mobile Parent Desk with features developed from 7C framework.
28
Li, Shuping, and Xinlei Yuan. "Application of Linear Regression Mathematical Model in the Evaluation of Teachers’ Informatization Quality." Complexity 2021 (April 26, 2021): 1–10. http://dx.doi.org/10.1155/2021/5599655.
Full textAbstract:
With the widespread application of information technology and the continuous deepening of my country’s education informatization construction, the educational field has increasingly higher requirements for teachers’ informatization quality. The advancement of the process of education informatization depends to a large extent on the level of teachers’ own level of informatization and has gradually become an important indicator to measure the informatization of education. The main body of education and the decisive factor are teachers. The scientific and reasonable evaluation of informatization education is an important content of today’s education informatization. This paper uses regression analysis to evaluate the teacher education information system and uses mathematical statistics to establish a linear regression model for the city and analyze and calculate it. Through the quantitative analysis of the evaluation index system of the education informatization level, the multiple linear regression analysis method was used to establish the linear regression mathematical model of the school education informatization level on each secondary index, and the influence of various indicators on the school education informatization level was analyzed to establish a scientific evaluation system to evaluate the literacy of teachers’ informatization education and to give suggestions for improving the level of school education informatization. The design of the evaluation system is more scientific and reasonable, the regression error is small, the results obtained are more accurate, and the impact of nonlinear errors is basically eliminated.
29
Indrapangastuti, Dewi, Herman Dwi Surjono, Sugiman ., and Bagus Endri Yanto. "Effectiveness of the Blended Learning Model to Improve Students’ Achievement of Mathematical Concepts." Journal of Education and e-Learning Research 8, no. 4 (December 27, 2021): 423–30. http://dx.doi.org/10.20448/journal.509.2021.84.423.430.
Full textAbstract:
This study aims to discover the effectiveness of the blended learning model in mathematics learning to improve the achievement of mathematical concepts. This study employed a quasi-experimental design with a non-equivalent control group. The experimental class was taught through blended learning, while the control class was taught through the conventional learning model. The population of this study was the students at State Senior High School 1 Sewon Yogyakarta, Indonesia. The research sample involved 60 tenth-grade students in the 2019/2020 academic year, 30 students in each of the experimental and control groups. The sampling technique used cluster sampling and the data were collected using a test instrument. The validity of the test was measured using the obtained Aiken index (0.80), and the reliability was based on the Cronbach's alpha coefficient (0.86). The data were analyzed using t-tests and descriptive statistics. The results of this study showed that the blended learning model is significantly more effective than the conventional learning model in enhancing students’ achievement of mathematical concepts. This means that the application of blended learning in mathematics learning can significantly improve students' achievement of mathematical concepts.
30
Mims-Word, Marsha. "The Importance Of Technology Usage In The Classroom, Does Gender Gaps Exist." Contemporary Issues in Education Research (CIER) 5, no. 4 (September 20, 2012): 271. http://dx.doi.org/10.19030/cier.v5i4.7271.
Full textAbstract:
A decade ago, access to technology was limited and wiring schools was one of the nation's highest education priorities (NCREL, 2005). Ten years of substantial investments have vastly improved this picture. According to the Secretary's Fourth Annual Report on Teacher Quality, virtually every school with access to computers has Internet access (99%), compared to only 35 percent of schools in 1994, according to the National Center for Education Statistics (NCES) (Parsad & Jones, 2005). The Office of Technology Assessment report to Congress in 1995 stated that "Technology is not central to the teacher preparation experience in most colleges of education. most new teachers graduate from teacher preparation institutions with limited knowledge of the ways technology can be used in their professional practice" (Office of Technology Assessment, 1995). The report, in which this statement appeared, titled Teachers and Technology: Making the Connection, was a wake-up call, and over the past years, much remunerative progress has been made. Many states are attempting to address educators technology skills through the creation of teacher or administrator standards that include technology; as of 2003, 40 states and the District of Columbia have such standards (Ansell & Park, 2003). A number of states have adopted technology requirements for initial licensure. For example, 13 states require teachers and/or administrators to complete technology-related coursework, and nine require them to pass technology-related assessments. In addition, a number of states have implemented policies to improve veteran teachers technological skills (Ansell &Park, 2003). Addressing the issues of technology integration into the curriculum, the Maryland State Department of Educations (MSDE) PT3 consortium infused technology into the state's teacher education programs in three ways. First, the consortium used the Maryland Teacher Technology Standards to redesign both arts and sciences and education courses so they incorporate technology-related knowledge and skills. The Maryland Teacher Technology Standards included learning outcomes and, core learning goals and skills for success; it also specifies what students in pre-kindergarten through 12th grade need to know and be able to do in English/Language Arts, mathematics, science, and social studies. The Maryland State Department of Education (1999) provided expectations for how technology can and should be used to support student learning and instruction. Second, the group developed performance assessments in order to measure the technological competence of teacher candidates. Third, the consortium developed a system for electronic portfolios that incorporates a student teacher's technology performance assessment. These portfolios can be made available to future employers to demonstrate technology-related proficiency. The consortium is statewide and diverse, including several public universities and two communities. According to a report titled, Tech-Savvy: Educating Girls in the New Computer Age (AAUW, 2000), Washington, DC; as violent electronic games and dull programming classes turn off increasing numbers of adolescent girls, the way information technology is used, applied, and taught in the nations classrooms must change. Furthermore, commensurate with rapid changes in technology, a remarkably consistent picture emerges: more boys than girls experience an early, passionate attachment to computers, whereas for most girls attachment is subdued. Margolis and Fisher (2002) reported that computing is claimed as male territory very early in life: from early childhood through college, computing is both actively claimed as guy stuff by boys and men and passively ceded by girls and women. Society and culture have linked interest and success with computers to boys and men. In the words of Margolis and Fisher (2002), curriculum, teachers expectations, and culture reflect boys pathways into computing, accepting both assumptions of male excellence and womens deficiencies in the field (p. 4). Social expectations towards educational leadership in academic and economics terms depend on the integration of technology in every facet of society. The American family survival depends on the abilities and incomes of all adults. The type of technical skills needed to be creative and to survive in the job market escalates daily. Educational leaders must be aware that gender equity among middle school students with respect to the use of computer technology should be grounded in the development of programs that not only address the educational aspect of schools, but also allow students to develop their appreciation for, and understanding of the interrelationship among computer usage, careers, and values. With the implementation of such programs, schools could operate as equalizers for the sexes regarding computer competency and attitudes. Educational leaders have the ability to direct resources to show how computer technology may release the creative impulse in children and allow them to think and learn. Educators need to link the curriculum and technology with student interests. Both male and female students use computer applications that can be linked to the educational setting, such as word processing, Internet, completing homework, reports, and projects, as well as communication through email, self-expression, and personal interest. Educators who are developing these programs must understand how girls lose interest in technology and recognize the different learning styles of each gender. The role of training district school teachers to effectively utilize computer technology within the classroom is important if strides are to be made in supporting girls and women in choosing computer-related careers and using computers as a medium of expression. Institutions of higher education would provide opportunities and hold the responsibility of reviewing the technical construction of each teachers plan. Educational leaders will meet frequently with university representatives to review, discuss, record experiences, develop, modify, and evaluate plans and performances to ensure that teachers receive the training necessary to instruct all students utilizing appropriate computer technology. Degree attainment, certification, and re-certification should be linked to the variation of experiences, the structure, depth, detail, and impact of the program developed by the practitioner in consultation with representatives from higher education and the school district. Partnerships with local school districts and institutions of higher learner should be established to develop programs, which incorporate many of the tenets discussed above.
31
Zhou, Fujian. "Methods to Improve the Efficiency of Rural Physical Education Teaching Resources Allocation and Utilization in the Context of Artificial Intelligence." Computational Intelligence and Neuroscience 2022 (May 20, 2022): 1–10. http://dx.doi.org/10.1155/2022/3226902.
Full textAbstract:
School physical education is an important part of school education, and physical education resources are the overall measure of a school's physical education level. Rural schools are limited by environmental constraints, especially the lack of physical education resources verification. Therefore, the allocation and utilization efficiency improvement of rural physical education resources are an important element of rural physical education construction. With the mature development of artificial intelligence technology, it has great potential for application in the field of cultural education. Artificial intelligence technology has the advantages of ease of use, strong self-adaptation, and excellent generalization ability, and it is selected for data processing in this paper. Using artificial intelligence technology, the study of sports informatization to help rural sports development and rational utilization of resources can help rural sports education development, rural sports industry prosperity, rural sports talent revitalization, rural sports governance system improvement, and governance capacity enhancement. The artificial intelligence raindrop algorithm, which can automate the statistics of all relevant factors and derive results based on data fusion, was selected as the core algorithm of this paper. Therefore, this paper proposes an intelligent algorithm for allocating and improving the efficiency of rural sports teaching resources so as to improve the informatization level of the rural sports industry, promote industrial integration based on local needs, accelerate the “online urban-rural integration” in rural sports education, rural fitness guidance, and rural recreation and medical care, and rely on multiple entities. We will support the new model of sports informatization to empower rural sports teaching development by relying on the collaboration of multiple entities.
32
Liu, Haoyang, Tao Liu, Yanzhen Gu, Peiliang Li, Fangguo Zhai, Hui Huang, and Shuangyan He. "A high-density fish school segmentation framework for biomass statistics in a deep-sea cage." Ecological Informatics 64 (September 2021): 101367. http://dx.doi.org/10.1016/j.ecoinf.2021.101367.
Full text
33
Carrera, Patricia Belén, Luis R. Pino-Fan, Hugo Alvarado, and Jesús Guadalupe Lugo-Armenta. "Practices of the Random Variable Proposed in the Chilean Mathematics Curriculum of Secondary Education." Mathematics 9, no. 19 (October 1, 2021): 2435. http://dx.doi.org/10.3390/math9192435.
Full textAbstract:
Working with statistical data from real contexts has become fundamental in school-level statistics, because it enables the development of statistical reasoning. In this regard, the notion of the random variable is fundamental to statistical data analysis. Thus, the aim of this research was to characterise the meanings of the concept of the random variable that are promoted in the Chilean mathematics curriculum for secondary education. To achieve this, we examined the representativeness of the meanings of the random variable intended by the curriculum in relation to the meanings of reference for this concept, using theoretical and methodological notions from the onto-semiotic approach. The findings show that the meanings of reference were not fully represented in the textbooks and the national curriculum, and that the most promoted meaning was that of the random variable as a variable of interest. Regarding the types of representation, it was observed that the graphical and tabular representations were neglected. Lastly, it was noticed that definitions of the concept of variable, its classifications, and differences were omitted almost entirely from the textbooks.
34
Aliyev, Samed Jahangir, Shahin M. Aghazade, and Goncha Z. Abdullayeva. "Using Area Method in Secondary School Geometry." European Journal of Pure and Applied Mathematics 14, no. 2 (May 18, 2021): 601–7. http://dx.doi.org/10.29020/nybg.ejpam.v14i2.3942.
Full textAbstract:
Areas are actively used in the solution of many geometrical problems. In this work,smart and laconic solutions are found for various problems by means of the area method. The well-known trigonometric addition formula is also proved. In the area method, the given formulas are divided into the parts, whose areas are then calculated using problem data.
35
Skafa, Elena I., Elena G. Evseeva, Yulia V. Abramenkova, and Irina V. Goncharova. "The system of training a new generation of mathematics teachers based on project and heuristic activities." Perspectives of Science and Education 53, no. 5 (November 1, 2021): 208–22. http://dx.doi.org/10.32744/pse.2021.5.14.
Full textAbstract:
Introduction. In recent years, the problem of training a new generation of mathematics teachers who have fundamental mathematical knowledge in combination with formed methodological competence and fluency in digital technologies has become topical. The purpose of the article is to present a scientifically based system for training future mathematics teachers, created at Donetsk National University, based on a comprehensive program for managing the project and heuristic activities of students for their productive work in a modern school. Methods. The study involved 125 people studying at Donetsk National University (65 students of the direction of training "Pedagogical education" (Profile: mathematics and computer science) – an experimental group, 60 people of the direction of training "Mathematics" – a control group). The effectiveness of a comprehensive program for managing students' project and heuristic activities was assessed according to three criteria: heuristic and didactic (HD); methodological and mathematical (MM); project and activity (PA). The meters selected: author's texts of control papers with heuristic tasks and computer testing systems (for HD and MM criteria), assignments for the development of author's educational projects using IT, students' term papers and theses (for PA criterion). To analyze the effectiveness of the complex program, the Student's t-test was used. Results. During the experiment, it was revealed that for each criterion, the average values of their indicators (in fractions of one) in the experimental group increased significantly. For the HD criterion, the level of heuristic skills formation among students of the experimental group increased from 0.51 to 0.65, for the MM criterion, the levels of mathematical and methodological competence formation increased from 0.67 to 0.753, for the PA criterion, the level of mastering the methods of project activities changed from 0.57 to 0.756. The empirical value of the statistics of the Student's criterion t = 2 (p < 0,05) obtained in the assessment procedure proves that changes in the results of training are not random, which means that the proposed comprehensive program is more effective than the traditional one. Conclusions. The preparation of a future mathematics teacher based on a comprehensive program for managing the project and heuristic activities of students ensures the formation of heuristic and didactic, methodical and mathematical, project components of the teacher's professional activity, which are necessary for teaching schoolchildren of the Z generation.
36
Valko, Nataliia V., Tatiana L. Goncharenko, Nataliya O. Kushnir, and Viacheslav V. Osadchyi. "Cloud technologies for basics of artificial intelligence study in school." CTE Workshop Proceedings 9 (March 21, 2022): 170–83. http://dx.doi.org/10.55056/cte.113.
Full textAbstract:
Changes in society related to the development of science, technology, computing power, cloud services, artificial intelligence, increasing general access to huge amounts of open data, lead to increased global investment in technology and services. Appropriate training is required by specialists to create a workforce to work with artificial intelligence. On the one hand, it puts forward new requirements for the training of young people, and educational content, on the other hand, provides opportunities for the use of cloud technologies during the educational process. Widespread use of AI in various fields and everyday life poses the task of understanding the basic terms related to Artificial intelligence (AI), such as Machine learning (ML), Neural network (NN), Artificial neural networks (ANN), Deep Learning, Data Science, Big Data, mastering the basic skills of using and understanding the AI principles, which is possible during the study in the school course of computer science. Cloud technologies allow you to use the power of a remote server (open information systems, digital resources, software, etc.) regardless of the location of the consumer and provide ample opportunities for the study of artificial intelligence. In this article we reveal the possibilities of cloud technologies as a means of studying artificial intelligence at school, consider the need for three stages of training and provide development of tasks and own experience of using cloud technologies to study artificial intelligence on the example of DALL-E, Google QuickDraw, cloud technologies Makeblock, PictoBlox, Teachable Machine at different stages of AI study.
37
Li, Xiuhong, and Yubo Xu. "Role of Human-Computer Interaction Healthcare System in the Teaching of Physiology and Medicine." Computational Intelligence and Neuroscience 2022 (April 13, 2022): 1–12. http://dx.doi.org/10.1155/2022/5849736.
Full textAbstract:
With the increasingly severe aging of the population, the difficult and expensive medical treatment problems are becoming more and more prominent; the salary level of domestic doctors is not high, but the cost of training doctors is high, coupled with doctors’ work pressure and mental pressure; the number of candidates for medical school is decreasing year by year; medical talent is rare; and the allocation of medical staff is scarce. Health care is the basic guarantee for people’s good life, and the shortage of medical staff will have many impacts on health care. Human-computer interaction (HCI) is the study of people, computers, and their interaction. HCI refers to the communication between the user and the computer system, which is the two-way information exchange of various symbols and actions between the human and the computer. The purpose of this paper is to study a healthcare system with human-computer interaction through the client, apply the system to the teaching of physiology and medicine, and analyze its effects and functions in combination with various evaluation indicators. This paper selects teaching content, ease of use of human-computer interaction design, technical services, and user subjective satisfaction as evaluation indicators, and constructs an evaluation model for this. And it builds the physiology and medicine teaching system framework and healthcare system, and conducts tests and statistics on the teaching system. This paper combines online questionnaires, in-app survey feedback, and field visits to collect feedback from users and administrators. The final data show that the teaching system meets the requirements in four evaluation indicators: teaching content, ease of use of human-computer interaction design, technical services, and user subjective satisfaction. User satisfaction with these four aspects reached 86.33%, 95.17%, 63.83%, and 81.87%, respectively. It shows that the system is more popular and can meet the needs of most users.
38
Rodríguez-Hernández, M. M., R. E. Pruneda, and J. M. Rodríguez-Díaz. "Statistical Analysis of the Evolutive Effects of Language Development in the Resolution of Mathematical Problems in Primary School Education." Mathematics 9, no. 10 (May 11, 2021): 1081. http://dx.doi.org/10.3390/math9101081.
Full textAbstract:
For primary school students, the difficulty in solving mathematical problems is highly related to language capacity. A correct solution can only be achieved after being able to deal with different abstract concepts through several stages: comprehension, processing, symbolic representation and relation of the concepts with the right mathematical operations. A model linking the solution of the mathematical problems (PS) with the mental representation (MR) of the problem statement, while taking into account the level of the students (which has influence in the linguistic abilities), is presented in this study. Different statistical tools such as the Analysis of Covariance (ANCOVA), ROC curves and logistic regression models have been applied. The relation between both variables has been proved, showing that the influence of MR in PS is similar in the different age groups, with linking models varying just in the constant term depending on the grade level. In addition, a cutoff in the mental representation test is provided in order to predict the student’s ability in problem resolution.
39
Liu, Yuling. "Design of Repository and Search Platform for Art Painting Teaching Resources in Universities Based on Model of Decision Tree." Computational Intelligence and Neuroscience 2022 (August 25, 2022): 1–10. http://dx.doi.org/10.1155/2022/1366418.
Full textAbstract:
At present, art education curriculum reform is in full swing. Art education in China started late but as an important element of quality education. Art education is particularly important today with rapid economic development and advanced technology. The art subject is the sum of the teaching content of the art subject and the execution of teaching activities expressed through the network, including two components: the teaching content organized according to specific teaching objectives and teaching strategies and the network teaching support environment. Unlike existing multimedia courseware, several features reflect the advantages of online education, unlike online courseware. Each school generates a large amount of student performance data every year, and existing systems only perform simple backups, queries, and statistics on these data, which do not reflect the weaknesses of education in a centralized and comprehensive manner. Data mining can extract valuable information hidden behind the data from a large amount of data and has been applied in more and more fields with good results, which helps people to make correct decisions. In this study, we propose a decision tree model-based repository and search platform for school art and painting education resources, briefly outline the decision tree model, and analyze the architecture and operation of the school art and painting education resources repository and search platform. The experimental results show that the Virginica accuracy of the decision tree model is 0.42 higher than that of C4.5, which greatly improves the accuracy of the preferred class and ensures the overall accuracy remains unchanged. Therefore, this system realizes the art education resource repository system and realizes the needs of college users to share art professional information and resources.
40
Betín de la Hoz, Ana Bertha, Antonio Rodríguez-Fuentes, María Jesús Caurcel Cara, and Carmen del Pilar Gallardo Montes. "Statistical Validation of the “ECODIES” Questionnaire to Measure the Digital Competence of Colombian High School Students in the Subject of Mathematics." Mathematics 11, no. 1 (December 22, 2022): 33. http://dx.doi.org/10.3390/math11010033.
Full textAbstract:
Education in the 21st century faces the challenge of digitalization; therefore, the acquisition and development of digital skills in students is indispensable, not only for their learning processes but also for their lives. This study aims to validate the test “ECODIES”, which was used to assess the level of development of digital competence in students in a public high school in Bogotá (Colombia). The test is based on the DigCom model and was administered to a sample of 777 students aged between 11 and 18. The results obtained in the exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability analysis show the quality of the test. Therefore, in this study it is concluded that “ECODIES” is a test with the reliability and validity to assess digital competence in the Colombian context; in this way, we hope to gain enough research about this topic to contribute to the development of digital competence in Colombian students. We conducted an instrumental study for the analysis of the psychometric properties of the questionnaire.
41
Ab Gahani, Rosmida Binti, and Najah Binti Mohd Nawi. "Student’s performance factor review: engineering science course context." Education and Social Sciences Review 1, no. 2 (July 1, 2020): 54. http://dx.doi.org/10.29210/07essr56000.
Full textAbstract:
A mastery in Engineering Science Course is closely related to the physics subjects in schooling which involve problem solving techniques including mathematical skills. Engineering Science Course is considered difficult and complicated that need to be understood since there are many concepts to understand, especially for students who do not take science courses in school. Mastery of a course is closely linked to academic achievement that has a great impact on student achievement. Thus, a study was conducted to identify factors that influence student’s performance in the Engineering Science Course at Politeknik Sultan Mizan Zainal Abidin (PSMZA). A total of 179 respondents from four departments; Department of Civil Engineering (JKA), Department of Electrical Engineering (JKE), Department of Mechanical Engineering (JKM) and Department of Mathematical Science & Computer (JMSK) were involved in this study. The analysis of the study was done using descriptive statistics, T-test and Pearson Correlation using Statistical Package for Social Science (SPSS) version 23. Analysis of the result shows that environment was the main driving force with the mean value of 4.31 being the highest score compared to existing knowledge factors, interests, attitudes, lecturers and peers. T-test analysis also found that there was a significant relationship between attitude and gender differences. Pearson Correlation’s analysis found that the relationship between lecturers and interests was average and significant. While peers, environment and interest were strongly related, but significant. It is hoped that the findings of this study will help to provide an overview of the factors that influence student performance in the Engineering Science Course at PSMZA. This will also help JMSK to take preventive measures and improve all aspects of its efforts to improve student performance in the Engineering Science Course at PSMZA.
42
Hong, Shaoyong, Chun Yang, Hongwei Wen, Chao Song, Jincheng Shi, Shaohong Chen, and Xiaoyu Hu. "A Dual-Network Modeling Architecture for Statistical Evaluation of College Graduates’ Working Ability in Consistence with Their Job Position and Remuneration." Computational Intelligence and Neuroscience 2022 (March 7, 2022): 1–10. http://dx.doi.org/10.1155/2022/8250234.
Full textAbstract:
Optimal human resources allocation asks to employ a person to work in the position corresponding to his/her ability. Employment competence is the key feedback to the cultivation of college students’ working ability. The data relationship needs to analyze between the in-school cultivation items and the working abilities required by the companies. Machine learning framework is introduced to study the companies’ responses to the cultivation of college students. In this work, a dual-network architecture is built up for statistical modeling evaluation of college graduates’ working ability in consistence with their job position and remuneration. A requirement network and a cultivation network are constructed for extracting features from the original working ability data required by companies and cultivated ever in school. The networks are fully trained by adaptively tuning the linking weights. The extracted features are fused together to estimate the working competence of each target sample/person. To evaluate the dual-network model, a modeling index system is designed, including proposing a total evaluation index calculus for the dual-network model, and a variable importance index from the original data. The samples are consequently ranked by the model predicted index and by the variable importance index, respectively. The ranking difference is used to evaluate the prediction efficiency of the dual-network model. Experimental results show that the dual network architecture is feasible to establish statistical models for the evaluation of college graduates’ in-school cultivated working ability in consistence with the company’s required working ability at their job position and their deserved remuneration.
43
Yuliati, Siti Rohmi, and Ika Lestari. "HIGHER-ORDER THINKING SKILLS (HOTS) ANALYSIS OF STUDENTS IN SOLVING HOTS QUESTION IN HIGHER EDUCATION." Perspektif Ilmu Pendidikan 32, no. 2 (October 10, 2018): 181–88. http://dx.doi.org/10.21009/pip.322.10.
Full textAbstract:
Students of Elementary School Teacher Education programs must be able to have higher-order thinking skills (HOTS) so that they can train students to have HOTS through learning activities created when they have become elementary school teachers. This study aims to explain students' high-level thinking skills in solving HOTS-oriented questions in Instructional Evaluation courses. This study uses qualitative research methods with data collection techniques using cognitive test instruments in the form of descriptions. Data analysis techniques use simple descriptive statistics. The results showed the level of thinking ability of students in answering HOTS practice questions still needed improvement. Students who have high learning abilities are better at answering HOTS-oriented questions compared to students in the medium and low categories. Recommendations for future research are required learning modules that can facilitate learning activities that lead to HOTS so that students are skilled in answering and making HOTS-oriented practice questions for elementary school students when they become a teacher.
References
Abdullah, Abdul Halim; Mokhtar, Mahani; Halim, Noor Dayana Abd; Ali, Dayana Farzeeha; Tahir, Lokman Mohd; Kohar, U. H. A. (2017). Mathematics Teachers’ Level of Knowledge and Practice on the Implementation of Higher-Order Thinking Skills (HOTS). EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 3–17. https://doi.org/10.12973/eurasia.2017.00601a
Altun, M., & Akkaya, R. (2014). Mathematics teachers’ comments on PISA math questions and our country’s students’ low achievement levels. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19–34.
Bakry, & Md Nor Bakar. (2015). The process of thinking among Junior High School students in solving HOTS question. International Journal of Evaluation and Research in Education (IJERE), 4(3), 138–145.
Budsankom, P; Sawangboon, T; Damrongpanit, S; Chuensirimongkol, J. (2015). Factors affecting higher order thinking skills of students: A meta-analytic structural equation modeling study. Educational Research and Review, 10(19), 2639–2652. doi:10.5897/err2015.2371
Chinedu, C. C., Olabiyi, O. S., & Kamin, Y. Bin. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Educationand Training, 7(2), 35–43. Retrieved from http://penerbit.uthm.edu.my/ojs/index.php/JTET/article/view/1081/795
Didis, M. G., Erbas, A. K., Cetinkaya, B., Cakiroglu, E., & Alacaci, C. (2016). Exploring prospective secondary mathematics teachers’ interpretation of student thinking through analysing students’work in modelling. Mathematics Education Research Journal, 28(3), 349–378. https://doi.org/10.1007/s13394-016-0170-6
Duan, J. (2012). Research about Technology Enhanced Higher-Order Thinking. IEEE Computer Society, (Iccse), 687–689. https://doi.org/10.1109/ICCSE.2012.6295167
Edwards, L. (2016). EDUCATION, TECHNOLOGY AND HIGHER ORDER THINKING SKILLS Lucy Edwards, 1–18.
Ersoy, E., & Başer, N. (2014). The Effects of Problem-based Learning Method in Higher Education on Creative Thinking. Procedia - Social and Behavioral Sciences, 116, 3494–3498. https://doi.org/10.1016/j.sbspro.2014.01.790
Hugerat, M., & Kortam, N. (2014). Improving higher order thinking skills among freshmen by teaching science through inquiry. Eurasia Journal of Mathematics, Science and Technology Education, 10(5), 447–454. https://doi.org/10.12973/eurasia.2014.1107a
Kaur, C., Singh, S., Kaur, R., Singh, A., & Singh, T. S. M. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners, 11(7), 86–100. https://doi.org/10.5539/elt.v11n7p86
King, F. J., Goodson, L., & Rohani, F. (1998). Higher order thinking skills. Publication of the Educational Services Program, Now Known as the Center for Advancement of Learning and Assessment. Obtido de: Www.Cala.Fsu.Edu, 1–176. Retrieved from http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf
Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The Development of Higher Order Thinking Skill (Hots) Instrument Assessment In Physics Study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632
Marzano, R. J. (1993). How classroom teachers approach the teaching of thinking. Theory Into Practice, 32(3), 154–160. https://doi.org/10.1080/00405849309543591
McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147–160. https://doi.org/10.1080/14703290902843778
Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353–369. https://doi.org/10.1007/s11165-006-9029-2
Nagappan, R. (2001). Language teaching and the enhancement of higher-order thinking skills. Anthology Series-Seameo Regional Language Centre, (April 2000), 190–223. Retrieved from http://nsrajendran.tripod.com/Papers/RELC2000A.pdf
Nguyen, T. (2018). Teachers ’ Capacity of Instruction for Developing Higher – Order Thinking Skills for Upper Secondary Students – A Case Study in Teaching Mathematics in Vietnam, 10(1), 8–19.
Puchta, H. (2007). More than little parrots: Developing young learners’ speaking skills. Www.Herbertpuchta.Com.
Raiyn, J., & Tilchin, O. (2015). Higher-Order Thinking Development through Adaptive Problem-based Learning. Journal of Education and Training Studies, 3(4), 93–100. https://doi.org/10.11114/jets.v3i4.769
Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf
Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Delta Pi Epsilon Journal, L(2), 90–99. https://doi.org/10.1023/A:1009682924511
Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM - Mathematics Education, 48(1–2). https://doi.org/10.1007/s11858-016-0775-y
Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementation of higher order thinking skills in teaching of science: A case study in Malaysia. International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. Retrieved from http://www.masree.info/wp-content/uploads/2017/02/20170226-IRJES-VOL-1-ISSUE-1-ARTICLE-1.pdf
Tan, S. Y., & Halili, S. H. (2015). Effective teaching of higher-order thinking (HOT) in education. The Online Journal of Distance Education and E-Learning, 3(2), 41–47.
Thomas, A., & Thorne, G. (2009). How to increase higher level thinking | center for development and learning. The Center for Learning and Development Blog. Retrieved from http://www.cdl.org/articles/how-to-increase-high-order-thinking/
Thompson, T. (2008). Mathematics teachers’ interpretation of higher-order thinking in Bloom’s taxonomy. International Electronic Journal of Mathematics Education, 3(2), 96–109. https://doi.org/10.1126/science.318.5856.1534
Watson, J. M., Collis, K. F., Callingham, R. A., & Moritz, J. B. (1995). A model for assessing higher order thinking in statistics. Educational Research and Evaluation,(Vol.1). https://doi.org/10.1080/1380361950010303
Zohar, A. (2013). Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system. Thinking Skills and Creativity, 10, 233–249. https://doi.org/10.1016/j.tsc.2013.06.002
Zohar, A., & Schwartzer, N. (2005). Assessing teachers’ pedagogical knowledge in the context of teaching higher-order thinking. International Journal of Science Education, 27(13), 1595–1620. https://doi.org/10.1080/09500690500186592
Zulkpli, Z., Mohamed, M., & Abdullah, A. H. (2017). Assessing mathematics teachers’ knowledge in teaching thinking skills. Sains Humanika, 9(1–4), 83–87. https://doi.org/10.11113/sh.v9n1-4.1129
44
Dzidzinyo, Abigail Fiona, Ebenezer Appah Bonney, and Comfort Korkor Sam. "An Investigation into Weaknesses Exhibited by High School Students on Biological Drawing." JOURNAL OF RESEARCH IN DIDACTICAL SCIENCES 1, no. 1 (December 18, 2022): 55–68. http://dx.doi.org/10.51853/jorids/12730.
Full textAbstract:
This study was intended to examine the weaknesses Biology students exhibit when required to make biological drawings of specimen they are presented with. The explanatory sequential mixed methods design was used for the study. The target population was all SHS 3 students offering biology as an elective in Senior High Schools in the Cape Coast Metropolis of Ghana during the 2020/2021 academic year. The accessible population, however, was elective biology students from six schools in the metropolis. A sample size of 230 students was used. An achievement test and an interview schedule were the research instruments used. The KR 20 value for the achievement test calculated after pilot testing was found to be 0.43. Descriptive statistics such as frequencies and percentages were used to analyse the students’ scores on the achievement test, while data from the interview were analysed using themes. Students’ weaknesses were on the provision of appropriate headings, avoiding shading, ruling guidelines without arrowheads, and accuracy of features drawn. It was recommended that biology teachers should ensure that the rubrics of biological drawing are at students’ fingertips by giving lots of drawing exercises, marking and discussing shortfalls with students.
45
Ko, Chun-Hung, Shun Tang, and Yucheng Shen. "Case Analysis and Thinking of Scheme Analysis Based on Mobile New Systems in Psychological Education." Mobile Information Systems 2021 (December 31, 2021): 1–11. http://dx.doi.org/10.1155/2021/1361071.
Full textAbstract:
Education has improved the ideological style of society, improved people’s spiritual quality, and improved people’s lifestyle, provided sincere principles for people’s enthusiasm, and provided goals and political power for people’s ideals and contemporary thinking. Thinking diagrams are a teaching method that helps people sort out their ideas and solve difficult problems and can clearly connect the relationships between various concepts. This article is intended to explore the auxiliary effects of case analysis and thinking in psychological education in the context of mobile new systems. Through a series of research methods such as literature research method, action research method, mathematical statistics method, etc., finally 110 elementary and middle school students with psychological problems in a city conducted an experimental survey, and SPSS software was used to analyze and research the statistical results. The experimental results of this article show that psychological teachers use mental icons to provide psychological counseling to students with psychological problems. The success rate of counseling can be increased by 5–10%. It can be seen that an effective method of thinking diagram education can promote the better development of students, and it can also help more teenagers with psychological problems to get rid of psychological barriers.
46
Fernández Coronado, Nicolás Alonso, Jaime I. García-García, Elizabeth H. Arredondo, and Ismael Andrés Araya Naveas. "Epistemic Configurations and Holistic Meaning of Binomial Distribution." Mathematics 10, no. 10 (May 20, 2022): 1748. http://dx.doi.org/10.3390/math10101748.
Full textAbstract:
The competencies that today’s citizen must possess have led to a transformation of the teaching of probability, which has been repositioned on the school curriculum from an algorithmic view to a practical one based on the understanding of the concepts and their application in daily life. In this task, the understanding of the binomial distribution is essential as it allows the analysis of discrete data, the modeling of random situations, and the learning of other notions. However, weaknesses are identified in teachers and students with respect to the binomial distribution attributed to the lack of knowledge of its origin and meaning throughout history. For this reason, our work consists of the identification of its partial meanings and essential components as well as its relationships from a historical epistemological study and its analysis, based on the notions of the Ontosemiotic Approach (OSA) to Mathematical Knowledge and Instruction and the specialized literature on statistics and probability. As a result of our work, we present a reconstruction of the holistic meaning of the binomial distribution from the elements that compose it, which are essential for didactic purposes such as the identification and resolution of learning conflicts, the design or evaluation criteria, and teacher education.
47
Nikolaeva, M. A. "Commodity aspects of the nutritional value of school meals." Tovaroved prodovolstvennykh tovarov (Commodity specialist of food products), no. 11 (November 15, 2022): 715–24. http://dx.doi.org/10.33920/igt-01-2211-04.
Full textAbstract:
The article considers the nutritional value of food products. Its consumer properties such as caloric, biological, and physiological values, biological effi ciency, and digestibility are characterized, and the substances that cause them are indicated. A comparative assessment of the daily requirement for proteins, carbohydrates, fats, and other physiologically active substances for schoolchildren of different age groups and adults has been carried out.
48
GUPTA, HARI M., JOSÉ R. CAMPANHA, and FÁBIO R. CHAVARETTE. "POWER LAW DISTRIBUTION IN EDUCATION: EFFECT OF ECONOMICAL, TEACHING, AND STUDY CONDITIONS IN UNIVERSITY ENTRANCE EXAMINATION." International Journal of Modern Physics C 14, no. 04 (May 2003): 449–57. http://dx.doi.org/10.1142/s0129183103004656.
Full textAbstract:
We studied the statistical distribution of student's performance, which is measured through their marks, in university entrance examination (Vestibular) of UNESP (Universidade Estadual Paulista) with respect to (i) period of study — day versus night period (ii) teaching conditions — private versus public school (iii) economical conditions — high versus low family income. We observed long ubiquitous power law tails in physical and biological sciences in all cases. The mean value increases with better study conditions followed by better teaching and economical conditions. In humanities, the distribution is close to normal distribution with very small tail. This indicates that these power law tails in science subjects are due to the nature of the subjects themselves. Further and better study, teaching and economical conditions are more important for physical and biological sciences in comparison to humanities at this level of study. We explain these statistical distributions through Gradually Truncated Power law distributions. We discuss the possible reason for this peculiar behavior.
49
Xu, Meng, and Yaya Shi. "Mobile Terminal Equipment and Methods of Martial Arts Movement Correction in Intelligent Physical Education Environment." Computational Intelligence and Neuroscience 2022 (July 21, 2022): 1–10. http://dx.doi.org/10.1155/2022/7390836.
Full textAbstract:
In recent years, the physical quality of middle school students in China has generally declined, which has attracted the attention of the state and the Ministry of education. With the development of Internet technology, China’s physical education teaching environment has gradually become intelligent. This article mainly studies the mobile terminal equipment and methods of martial arts movement correction in the intelligent physical education environment. 21 young martial arts athletes were selected as the research objects. In the experiment, functional screening (FMS) was used to test the martial arts athletes, followed by FMS tests and scores. A video camera was used to record the motion test from the subjects’ sagittal and frontal planes. Using wireless sensor technology to collect the athletes’ motion signals, after the twelfth week, the FMS, SEBT, and the number of successful routines were tested on the two groups of athletes, respectively. The pre-test data and the post-correction data of the two test indicators were compared and analyzed. There is no significant difference. The necessary statistics and integration of the obtained data are carried out by using the calculation methods in sports statistics. The experimental data showed that the average total scores of FMS screening test of Changquan athletes and Taijiquan athletes were 14.71 ± 1.52 and 16.20 ± 1.32, respectively. The results of the research on the mobile terminal equipment and methods of martial arts movement correction in the intelligent sports environment show that the mobile terminal equipment can improve the independent training ability of athletes, and at the same time has a good correction effect on irregular movements.
50
HE, MINGFENG, BEI LI, HAIXUAN XU, and LIDONG LUO. "A THREE-OPINION SZNAJD MODEL WITH LIMITED PERSUASION AND ITS APPLICATIONS." International Journal of Modern Physics C 16, no. 10 (October 2005): 1499–506. http://dx.doi.org/10.1142/s0129183105008096.
Full textAbstract:
We propose a three-opinion Sznajd model with limited persuasion in which two neighbors still can influence others when the two opinions differ by a small amount. The simulation results show that the initial condition plays a crucial role in the final results and the interaction between people's opinion occurs in the common boundaries of the small districts constituted by the people holding the same opinion. We apply the model to describe the interaction on the attitude toward studying between students in a class or school which is similar with the opinion evolution and give a rough explanation about why a class or school mostly consists of ordinary students.