1,720,961 research outputs found
Refining and Expanding the Geometry Pedagogical Improvement Cycle (GeoPIC): A Conceptual Contribution to Competency-Based Geometry Instruction
No full textThis conceptual paper refines and expands the Geometry Pedagogical Improvement Cycle (GeoPIC), a framework designed to improve the teaching and learning of geometry. Rooted in the Van Hiele Theory of Geometric Thinking, GeoPIC was initially developed to integrate the strengths of both Conventional Van Hiele Phased Instruction and its technology-enhanced variant while addressing their contextual limitations. Building on prior empirical findings, the paper deepens the framework’s theoretical foundations, clarifies its six instructional phases, and illustrates how it aligns with the principles of Competency-Based Curriculum (CBC). Additionally, it offers brief, practical classroom scenarios to illustrate the application of each phase. The refined framework provides a dynamic, adaptive, and learner-centered instructional approach that facilitates progression through Van Hiele levels while accommodating diverse classroom contexts
EMT1101 NUMERACY SKILLS IN EDUCATION
Get PDFNumbers speak, not just in exams or bank accounts, but in every corner of school life. They whisper through attendance registers, shout from report cards, and sit quietly in budget plans and timetables. Whether you become a classroom teacher, a school administrator, or a national policy officer, you will meet numbers every day. This course, Numeracy Skills in Education, is designed to help you understand numbers and, more importantly, use them effectively.
In Uganda’s education system, educators are called not only to teach but also to lead, plan, report, and justify their actions. This involves interpreting enrollment trends, analyzing test results, planning budgets, designing teaching schedules, and making data-driven decisions that impact real learners in actual schools. Numeracy is not just for mathematicians; it is a professional survival skill for every educator.
Yet, for many students entering this course, numbers may feel distant, complicated, or even intimidating, especially for those whose paths have not emphasized mathematics. That’s why EMT1101 begins not with formulas, but with purpose. It invites you to view numeracy not as abstract arithmetic but as a powerful language for solving problems, making informed decisions, and enhancing lives.
You will begin by revisiting basic mathematical operations and reasoning, learning to estimate, round, and organize data in ways that are relevant to your everyday tasks. From there, you will explore how school variables, such as attendance, performance, income, and dropout rates, relate to one another, and how we can model and predict these relationships. You will delve into logical thinking and argumentation, enabling you to construct sound decisions, explain them clearly, and apply them effectively in school settings.
The course will also prepare you to read and interpret trends in school data, enabling you to recognize when performance is slipping or when a program is effective. You will build timetables and budgets, estimate activity costs, and allocate resources. You'll learn how to collect and analyze data, write clear reports, and maintain records that strengthen school planning and accountability. Finally, you will grapple with the uncertainty of real-life school situations using probability and decision-making tools that guide action when outcomes are not guaranteed.
Throughout the course, you will not just learn about numeracy, you will live it, through realistic examples, school-based scenarios, and tasks drawn from the Ugandan context. You’ll begin to see how a simple graph can tell the story of a school, how a well-structured timetable can save a teacher from burnout, and how a carefully made decision can change a learner’s future.
This course does not aim to make you a mathematician. It aims to make you an empowered educator, someone who is confident with numbers, comfortable with logic, and courageous in decision-making. With these skills, you will not only understand your school better, but you will also be prepared to lead it, support it, and transform it
Modeling Learners’ Attitudinal Shifts in Transformation Geometry under Technology-enhanced and Conventional Van Hiele Phased Instruction
No full textThis study compared shifts in learners’ attitudes under two instructional strategies: technology-enhanced Van Hiele phased instruction (TVHPI) and conventional Van Hiele phased instruction (CVHPI). A quasi-experimental design was used with 245 learners in the CVHPI group and 238 learners in the TVHPI group. Owing to non-normal data distribution, non-parametric tests were applied. The Wilcoxon signed-rank test revealed significant improvements in attitudes from pre-test to post-test in both groups (p \u3c 0.001), with CVHPI showing a strong effect (rβ = 0.970) and TVHPI demonstrating an even larger shift (rβ = 0.998). Further analysis using the Mann–Whitney U-test and a difference-in-differences model confirmed that TVHPI led to a greater positive change in attitudes than CVHPI. These findings extend the Van Hiele theory beyond its traditional focus on geometric reasoning by demonstrating its potential to influence learners’ attitudes positively, an effect that is further amplified through integrating technology, such as GeoGebra, into phased instruction. Thereby supporting technology-enhanced, learner-centred approaches aligned with Uganda’s Competency-Based Curriculum
Modeling Learners’ Attitudinal Shifts in Transformation Geometry under Technology-enhanced and Conventional Van Hiele Phased Instruction
Get PDFThis study compared shifts in learners’ attitudes under two instructional strategies: technology-enhanced Van Hiele phased instruction (TVHPI) and conventional Van Hiele phased instruction (CVHPI). A quasi-experimental design was used with 245 learners in the CVHPI group and 238 learners in the TVHPI group. Owing to non-normal data distribution, non-parametric tests were applied. The Wilcoxon signed-rank test revealed significant improvements in attitudes from pre-test to post-test in both groups (p \u3c 0.001), with CVHPI showing a strong effect (rβ = 0.970) and TVHPI demonstrating an even larger shift (rβ = 0.998). Further analysis using the Mann–Whitney U-test and a difference-in-differences model confirmed that TVHPI led to a greater positive change in attitudes than CVHPI. These findings extend the Van Hiele theory beyond its traditional focus on geometric reasoning by demonstrating its potential to influence learners’ attitudes positively, an effect that is further amplified through integrating technology, such as GeoGebra, into phased instruction. Thereby supporting technology-enhanced, learner-centred approaches aligned with Uganda’s Competency-Based Curriculum
Refining and Expanding the Geometry Pedagogical Improvement Cycle (GeoPIC): A Conceptual Contribution to Competency-Based Geometry Instruction
Get PDFThis conceptual paper refines and expands the Geometry Pedagogical Improvement Cycle (GeoPIC), a framework designed to improve the teaching and learning of geometry. Rooted in the Van Hiele Theory of Geometric Thinking, GeoPIC was initially developed to integrate the strengths of both Conventional Van Hiele Phased Instruction and its technology-enhanced variant while addressing their contextual limitations. Building on prior empirical findings, the paper deepens the framework’s theoretical foundations, clarifies its six instructional phases, and illustrates how it aligns with the principles of Competency-Based Curriculum (CBC). Additionally, it offers brief, practical classroom scenarios to illustrate the application of each phase. The refined framework provides a dynamic, adaptive, and learner-centered instructional approach that facilitates progression through Van Hiele levels while accommodating diverse classroom contexts
EMT1101 NUMERACY SKILLS IN EDUCATION
No full textNumbers speak, not just in exams or bank accounts, but in every corner of school life. They whisper through attendance registers, shout from report cards, and sit quietly in budget plans and timetables. Whether you become a classroom teacher, a school administrator, or a national policy officer, you will meet numbers every day. This course, Numeracy Skills in Education, is designed to help you understand numbers and, more importantly, use them effectively.
In Uganda’s education system, educators are called not only to teach but also to lead, plan, report, and justify their actions. This involves interpreting enrollment trends, analyzing test results, planning budgets, designing teaching schedules, and making data-driven decisions that impact real learners in actual schools. Numeracy is not just for mathematicians; it is a professional survival skill for every educator.
Yet, for many students entering this course, numbers may feel distant, complicated, or even intimidating, especially for those whose paths have not emphasized mathematics. That’s why EMT1101 begins not with formulas, but with purpose. It invites you to view numeracy not as abstract arithmetic but as a powerful language for solving problems, making informed decisions, and enhancing lives.
You will begin by revisiting basic mathematical operations and reasoning, learning to estimate, round, and organize data in ways that are relevant to your everyday tasks. From there, you will explore how school variables, such as attendance, performance, income, and dropout rates, relate to one another, and how we can model and predict these relationships. You will delve into logical thinking and argumentation, enabling you to construct sound decisions, explain them clearly, and apply them effectively in school settings.
The course will also prepare you to read and interpret trends in school data, enabling you to recognize when performance is slipping or when a program is effective. You will build timetables and budgets, estimate activity costs, and allocate resources. You'll learn how to collect and analyze data, write clear reports, and maintain records that strengthen school planning and accountability. Finally, you will grapple with the uncertainty of real-life school situations using probability and decision-making tools that guide action when outcomes are not guaranteed.
Throughout the course, you will not just learn about numeracy, you will live it, through realistic examples, school-based scenarios, and tasks drawn from the Ugandan context. You’ll begin to see how a simple graph can tell the story of a school, how a well-structured timetable can save a teacher from burnout, and how a carefully made decision can change a learner’s future.
This course does not aim to make you a mathematician. It aims to make you an empowered educator, someone who is confident with numbers, comfortable with logic, and courageous in decision-making. With these skills, you will not only understand your school better, but you will also be prepared to lead it, support it, and transform it
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
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