1,721,121 research outputs found
The effects of teaching the reading of word problems on mathematical achievement of seventh grade middle school students in Title I Mathematics, 1983
Full text linkThe problem of this study was to investigate whether mathematical achievement can be influenced by instruction in the reading skills necessary to solving word problems. The purpose of this study was to determine if there is a statistically significant difference in achievement of seventh grade Title I students who receive instruction in the reading of word problems compared to those who do not receive such instruction. This study was conducted during the 1981-1982 school year at Samuel Inman Middle School. The subjects were thirty seventh grade boys and girls assigned to two Title I mathematic classes, whose percentile rank obtained from the California Achievement Test was 49 and below. These students were randomly assigned to an experimental and a control group. Teachers of both the experimental and control groups followed procedures suggested in Houghton Mifflin's Mathematics as their method of instruction during the six weeks study. These methods include posing problems, posing questions, making sketches, presenting problems representa-tive of real-life situations, demonstrations and drill. Each lesson covered by both groups was introduced by an instructional model which illustrated the objectives. Follow-up practice material which aided students in learning the lesson objectives was divided into three sections, A, B, and C. Section A reinforced the instructional model, and provided a step-by-step introduction to skill development. Section B provided practice for the lesson objectives, and section C extended the objectives, including word problems in which computational skills were applied. Prior to each verbal problem-solving experience, the experimental group was given a three-leveled reading comprehension guide to aid them in extracting from the word problem what they were to do and what information they were to compute, while the control group was simply given extra practice in solving word problems from work sheets designed to supplement those problems given in the textbook. The time allotted for this extra practice equaled that allotted for the reading strategy given the experimental group. A pre and posttest was given to both groups to determine gain in problem solving skills. The posttest data revealed that there was not a significant difference between the mathematical achievement of the experimental group and the control group as indicated by the 't' of .721 at .05 level of confidence and twenty-eight degrees of freedom. This study concluded that instruction in the reading skills necessary to solving word problems did not increase the mathematical achievement of Title I mathematics students significantly more than the teaching of skills supported by practice. The negative results in this study have some implica-tions for teachers: 1. Prolonged use of a single strategy such as the comprehension guide may bore or frustrate some students. 2. There appears to be a need for greater attention to the degree of understanding that the student has of the conceptual structure of mathematics as a prerequisite to his/her exposure to a particular strategy if he/she is expected to use the strategy effectively. 3. Students' negative perceptions of Title I programs may work against special efforts to improve their achievement. On the basis of the conclusions and implications, the following recommendations are made: 1. That further study be conducted to verify or disprove the present findings concerning the use of a reading comprehension guide to improve mathematical achievement. 2. That a more extensive longitudinal study be made on the use of a reading comprehension guide in the mathematics classroom and its effect on achievement scores. 3. Students should be exposed to this strategy in a regular mathematics classroom. 4. Students should be thoroughly aware of the purpose for instruction in the reading skills necessary to solving word problems upon initiation of instruc-tion
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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