1,720,955 research outputs found
El nivel competencial en la resolución de problemas matemáticos con los alumnos en TDAH
Get PDFAquest estudi s’ocupa de conèixer el nivell competencial matemàtic que tenen els alumnes de la Secundaria Obligatòria amb dèficit d’atenció i hiperactivitat (TDAH) en les aules heterogènies de les escoles andorranes, així com de les interaccions que es produeixen quan resolen els problemes amb material didàctic amb parella (alumne amb TDAH i sense). S’emmarca en dos àmbits de coneixement: el de pedagogia de la diversitat i el de l’educació matemàtica. Des de l’àmbit de la diversitat es fa el plantejament de l’equitat en el tractament de la resolució de problemes matemàtics en aules integrades. I des de l’educació matemàtica es descriu la resolució de activitats matemàtiques i els processos seguits per l’alumnat amb TDAH. Els resultats de la prova diagnòstica ens ha mostrat les poques competències matemàtiques en la resolució de problemes complexos d’aquests alumnes respecte als seus companys sense dèficit. I el treball per parelles cooperatives (alumne amb dèficit/sense) ens ha proporcionat una nova perspectiva de l’aprenentatge de les matemàtiques. Els resultats del taller matemàtic en tasques cooperatives de parella (amb dèficit/ sense) ha posat de relleu que la majoria dels problemes són capaços de resoldre’ls correctament. En aquest estudi també s’aporten elements claus que poden ajudar a la formació matemàtica d’aquest alumnat, als professors i famílies.This study deals with the mathematical competence that compulsory secondary students, with attention deficit hyperactivity disorder ( ADHD), have, in heterogeneous classrooms of the Andorran schools, as well as the interactions that occur when solving problems using materials in pairs ( among students with and without ADHD ). It includes two areas of knowledge: the pedagogy of diversity and mathematical education. From the field of diversity we focus on the approach of equity in the treatment of solving mathematical problems in integrated classrooms. From the mathematical education we have described solving mathematical activities and processes followed by students with ADHD . The results of the diagnostic test have shown the few mathematical skills in solving complex problems of these students compared to their peers without deficit . Regarding cooperative work in pairs ( student deficit / no ) the results have provided a new perspective of learning mathematics. The results of the workshop on cooperative mathematical tasks in pairs ( deficit with / without ) have shown that most problems have been solved correctly . This study also gives key elements to help mathematical development to these students , teachers and families
Competencia de razonamiento matemático: percepciones iniciales de estudiantes de secundaria y bachillerato
No full textL’estudi avalua les percepcions inicials de l’alumnat sobre diversos tipus de raonament, amb l’objectiu de determinar-ne la comprensió i d’avaluar la capacitat per distingir entre verificacions empíriques i demostracions genèriques. La mostra inclou 28 alumnes de segona ensenyança i 41 de batxillerat, distribuïts en quatre grups heterogenis (dos de cada nivell), tots sense formació prèvia en demostracions. Els participants van realitzar una prova en què havien de valorar diferents raonaments donats per a una mateixa propietat i, posteriorment, demostrar una propietat similar. Els resultats mostren que l’alumnat de batxillerat reconeix millor les limitacions del raonament empíric i mostra una major inclinació cap a l’àlgebra, mentre que a segona ensenyança tendeix a preferir raonaments basats en la verificació empírica amb exemples. També es detecta una diferència significativa entre la percepció de comprensió i la capacitat d’aplicar el raonament a propietats similars. A més, gairebé tot l’alumnat presenta dificultats per formular una demostració acceptable, amb errors tant en l’ús de l’àlgebra com en la comprensió dels conceptes implicats. Aquests resultats indiquen la necessitat de treballar la comprensió de representacions visuals i d’ajudar l’alumnat a centrar-se en les característiques generals dels exemples genèrics per millorar la seva capacitat de comprendre les demostracions.This study evaluates students’ initial perceptions of various types of reasoning, with the aim to determine whether they understand these concepts and to assess their ability to distinguish between empirical verifications and generic demonstrations. The sample includes 28 lower secondary school students and 41 upper secondary school students, distributed into four heterogeneous groups (two from each level), none with any prior training in demonstrations. The participants took a test in which they had to evaluate different reasonings provided for the same property and then demonstrate a similar property. The results show that upper secondary school students are better at recognizing the limitations of empirical reasoning and show a greater inclination towards algebra, while lower secondary school students tend to prefer reasoning based on empirical verification through examples. A significant difference is also detected between perceived understanding and the ability to apply reasoning to a similar property. Additionally, nearly all students face difficulties in formulating an acceptable demonstration, making errors in both the use of algebra and the understanding of the underlying concepts. These results indicate a need to work on the understanding of visual representations and to help students focus on the general characteristics of generic examples in order to enhance their capacity to comprehend demonstrations.El estudio presentado evalúa las percepciones iniciales de los estudiantes sobre varios tipos de razonamiento, con el objetivo de determinar si comprenden estos conceptos y evaluar su capacidad para distinguir entre verificaciones empíricas y demostraciones genéricas. La muestra incluye a 28 estudiantes de secundaria básica y 41 estudiantes de bachillerato, todos sin formación previa en demostraciones. Los resultados muestran que los estudiantes de bachillerato reconocen mejor las limitaciones del razonamiento empírico y exhiben una mayor inclinación hacia el álgebra, mientras que los estudiantes de secundaria básica tienden a preferir el razonamiento basado en verificaciones empíricas a través de ejemplos. También se detecta una diferencia significativa entre la comprensión percibida y la capacidad de aplicar el razonamiento a una propiedad similar. Además, casi todos los estudiantes enfrentan dificultades para formular una demostración aceptable, cometiendo errores tanto en el uso del álgebra como en la comprensión de los conceptos subyacentes. Estos resultados indican la necesidad de trabajar en la comprensión de representaciones visuales y de ayudar a los estudiantes a enfocarse en las características generales de los ejemplos genéricos para mejorar su capacidad de comprender demostraciones
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
Get PDFWe 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
Get PDFWe 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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