1,720,966 research outputs found
The Effect of Instruction on Students' Generation of Diagrams
No full textAlthough the use of diagrams is advocated in mathematics, support for this instructional practice appears to be intuitive rather than evidentiary. A case study was used to evaluate the effectiveness of instruction in diagram generation with Year 5 students. The results suggest that although instruction can have a positive effect on students’ diagram generation, the success of the program is dependent on the teachers’ understanding of the role of diagram generation in problem solving and how diagram generation can be facilitated
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
Alternative assessment in mathematics education: a case study in St. Vincent and the Grenadines
Full text linkFollowing changes in mathematics in recent years and the way it is advocated that it be taught in schools, research in mathematics education has begun considering changes in the way student mathematical learning is assessed. Over the years, many teachers and educators have equated assessment with written tests, often using short answer questions and multiple choice items. This has led to ongoing debates about the place of tests in assessment. Some researchers have argued that written tests only assess a sample of the mathematics felt to be important. They have indicated that there is an increasing mismatch between the status of school mathematics and current assessment practices. This has resulted in the move towards the use of alternative assessments for formative purposes, such as self-assessments, interviews and journals. While these alternatives are positive developments, there is need for more research in the area of assessment of mathematics. For example, little is yet known about teachers’ views of assessments, whether they would be receptive to alternative forms, whether they could implement them, and what effects such implementation might have on teachers’ teaching and students’ learning.
The present research was designed to investigate the above issues in a Caribbean secondary school context. Three local teachers were investigated to determine whether they could use suggested alternative assessment strategies, as intended, with (13 to 15-year-old) students of three third form classes in the context of Number and Number Theory. Eighty-two students from one secondary school in St. Vincent and the Grenadines in the West Indies took part in this research. The main data were collected over a 12 week period in 1996 during which the researcher was a participant-observer-she was one of the three teachers. The study was qualitative and involved interviewing and observing (i) the students before, during and after instruction (instruction designed to include the students as active thinkers in the instructional and assessment processes), and (ii) the two fellow-teachers. Data were collected by means of interviews, field notes of classroom observations, teachers’ and students’ journal entries, and from an analysis of the St. Vincent and the Grenadines third form mathematics curriculum. Additional data regarding teachers’ views about assessment were collected, by means of a questionnaire, from 20 teachers in 15 secondary schools on St. Vincent.
In this research, conducted within a constructivist perspective, four alternative assessment approaches were tried by the teachers following introductory workshop sessions. One teacher trialed self-assessment, while the remaining two teachers both trialed journals and interviews as alternatives for formative assessment in the mathematics classroom. Although observation was not formally selected to be researched, it was a complementary aspect of the three teachers’ assessment processes.
The questionnaire data suggest that, rather than being resistant to change in traditional manner of assessment, many teachers who responded already seemed to be exploring alternative forms. The findings also suggest that teachers will need strong support systems to assist them in implementing alternative forms of assessment.
The findings from the main data indicate that mostly positive changes were experienced by the students and teachers who took part in the study. Specifically, the data showed that:
(a) Student self-assessment required students to determine their strengths and their weaknesses on a given mathematical task, set up their own criteria for good work, grade their weekly tests and compare self-grades with the teacher’s grade, all with the aim at improving learning. The data revealed that students struggled with this at first, but with feedback from the teacher, researcher and peers, they were able to reflect on and monitor their own learning. The findings indicate that students need support and opportunities to evaluate and reflect on their own mathematical understanding and performance. Student-teacher discourse helped facilitate improvement of student performances.
(b) Although observation of students is part of teachers’ daily practice, it was surprising to note that six of the twenty secondary school mathematics teachers surveyed indicated that this approach was not applicable for assessment purposes. Nevertheless, the main data revealed that the observation of students can help teachers to (i) understand students, (ii) learn from what they see, and (iii) help students move to another level of thinking or performance. Further, the data indicated that observation operates as an informal, spontaneous assessment activity that can reveal patterns of errors. It was also noted that immediate feedback should be given to students. Two concerns that were voiced were that caution was needed when interpreting observations and that informal observation needed to be structured.
(c) Analysis of the data collected on the use of journals revealed that when asked initially about writing in mathematics, students did not recognise word problems and story telling as aspects of writing to solve mathematics; hence they could not at that stage link writing, particularly journals, to mathematics. Initially, students were hesitant about the role of journals in mathematics. They objected at first to having their journals assessed. These concerns diminished as the trial progressed. ‘Postie notes’ in conjunction with student journals evolved as a means of vital communication between teacher and students to discuss student thinking. The two teachers involved in trying out student journals used the data collected to inform their teaching. Their experience indicated that journal entries need to be read frequently if they are to have value.
(d) With respect to student interviews, at the end of the trial only two of the 54 students who experienced this means of assessment retained some concerns about it. The rest were positive. For their part, the teachers learned to listen to their students thinking aloud as they explained how they solved problems. They also learned to acknowledge their students’ ideas and to hold back rather than immediately tell students the answers. The third form mathematics syllabus, lack of time, external examinations and traditional teaching and learning practices were viewed by both teachers as deterrents to successful implementation of the interview approach.
(e) As students became active partners in the learning process, most believed that they gained a fuller picture of their own achievements and progress and a better sense of themselves as writers and thinkers in mathematics. The findings give further support to the constructivist view of learning, as the use of the four alternative assessment approaches influenced student learning by getting them to be more active constructors in the learning and assessment processes.
The teaching practices of teachers were affected in different ways, and this seemed to be related to their beliefs about mathematics learning and teaching, and hence assessment. While one teacher was able to implement self-assessment successfully, another was concerned about the pressure of time and other commitments. Students also were concerned that this intervention would detract from the time needed to cover the mathematics syllabus.
This research, highlights the importance of secondary teachers’ perceptions to successful implementation of alternative methods. The data revealed that while it was not possible to have the alternatives implemented entirely as intended, teachers and students nevertheless benefited from their use
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
Co-operative learning and gender in mathematics education; A case study in a Malawian secondary school
Full text linkGender differences in mathematics education have persisted in many countries despite the substantial research undertaken to understand the contributing factors and the many intervention efforts adopted to address the issue. Recent gender reformists have drawn attention to mathematical instruction as a strategy for improving girls’ learning of mathematics. In this regard co-operative learning has been consistently recommended as a strategy that has the potential to address gender equity in the mathematics classroom. While most studies have shown that co-operative learning strategies have positive effects on students’ learning of mathematics, it has also been shown that such benefits are attained when certain conditions are in place. However, the conditions under which co-operative learning can be most beneficial for all students have not yet been clearly established. Further, little is known about the feasibility of implementing a co-operative learning approach in developing countries since the bulk of research in this field has been conducted in “developed” countries.
The present study was designed to investigate the above issues in a Malawian secondary school context. It was exploratory and focused on (i) the feasibility of implementing a co-operative learning approach for mathematics teaching in Malawian secondary schools, and (ii) the likely benefits of co-operative learning for students, especially girls. Data were collected in three phases. The data in phase one were collected through a questionnaire sent to 15 mathematics teachers in Zomba urban secondary schools. Phase two comprised a teacher development workshop. Main data were collected in phase three extended over a period of three months. During this period, one female mathematics teacher and 120 Form 3 (year eleven) students she was teaching in a co-educational secondary school in Zomba Urban-Malawi were investigated. The study was qualitative involving interviews and classroom observations of the students and the teacher. Data consisted of field notes, transcripts of tape recorded interviews with the students and teacher, recorded informal conversations with the students and teacher, students’ written journals and questionnaire responses of students.
The results from classroom observations revealed that all students preferred co-operative learning over the traditional question/answer teaching approach because of the learning benefits it offered them. A major finding was that peer interaction significantly contributed to the students’ learning of mathematics. The peer interaction during co-operative learning activities stimulated elaboration, an awareness of knowledge gaps and inconsistent reasoning. The girls gained confidence, actively participated in discussion, showed an understanding of concepts and reported that they found mathematics less difficult as a result of their involvement in the co-operative learning approach. The findings also suggest that the question/answer approach might have contributed to the students’ negative attitude towards mathematics.
The present study also highlights some of the issues that need to be carefully considered if co-operative learning were to be implemented on a larger scale and longer term in Malawi. Preliminary results gathered through the questionnaire and the teacher development workshop revealed that even though the teachers viewed co-operative learning to be beneficial for the students’ learning of mathematics (especially for girls), it was not a major part of their current instructional practice. They mostly taught mathematics using an expository teaching approach, their use of co-operative learning being limited to revising and practicing mathematics
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