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How students in 5th and 8th grade in Norway understand the equal sign
No full textInternational audienceHaving a relational understanding of the equal sign is seen as important to students in algebra in lower secondary school. The basis for their understanding of the equal sign is laid in elementary school. This paper presents results from two studies in Norway, a quantitative survey and a qualitative task-based interview. In both studies, students in 5th and 8th grade solved an equal sign task. 1230 students participated in the survey and 8 students were interviewed. These latter students also responded to questions about the meaning of the equal sign. Results from both studies show that a majority of the students in 5th grade have an operational understanding of the equal sign, while a majority of those in the 8th grade have a relational understanding of the equal sign
Bruk av elevbøker i matematikk på ungdomssteget : ein kasusstudie
Get PDFDoktorgradsavhandling ved Universitetet i Agder, Fakultet for teknologi og realfag, KristiansandThe focus of this dissertation is on ways students and teachers work with
the student-book in mathematics in lower secondary school. The
intention is to study how it is integrated to the learning activity in the
subject. The student-book in mathematics was introduced at the end of
the 90s. It was depict as a pedagogical tool, mainly in the learning
process for the individual student (Eksamenssekretariatet, 2000), by
giving the students the opportunity to take responsibility for their own
learning.
This study is part of a larger research project on classrooms, Kvalitet
i opplæringa (KIO) (Quality in education), led by Peder Haug from 2007
to 2010. Both quantitative and qualitative data are used; these are mainly
from questionnaires and interviews of teachers and students. A total of
282 students have responded the questionnaire and 14 students have
been interviewed. A total of 73 teachers have responded to the
questionnaire and two of them have been interviewed.
In this study the introduction of the student-book is related to the
theory of writing to learn mathematics (Morgan, 1998). In order to
systematise the analysis and understand the data, activity theory has been
used (Engeström og Miettinen, 1999) in combination with Sfard’s
commognition theory (2008).
A distinction between the student-book as a tool on tests and as an
artefact in the learning process of mathematics has been made in the
analysis. The mathematical activity at school, according to the teachers
and students, starts with an introduction of the theme in class and
afterwards the students are solving tasks from the textbook. It is mainly
when new subjects are introduced, at the beginning of the lessons that
the students work with their student-book. Many students reveal that
their writing in it is mainly copied from the board and subject the
teachers dictate when they introduce them to new themes.
Based on the distinction between presentation writing and reflective
writing made by Hoel (2008), the students are mainly producing
presentation writing. Here the focus is on the final product which would
be presented to others, while in reflective writing the focus is on the
writing as thinking aloud on paper. I use the term product writing,
instead of presentation writing, since the focus is on making the best
possible aid on tests. Therefore, the term product writing is better suited
to covering the writing the students perform when the focus is on the
final product.
In this study a distinction has been observed between the intentions
with the introduction of the student-book in mathematics and how it is
implemented by most teachers. Letters from the Eksamenssekretariatet
(2000) indicate that the content in the student-book should be the
Bruk av elevbøker i matematikk på ungdomsskulen: ein kasusstudie 8
student’s self-made reflections and summary of the subjects. From the
analysis, the first conclusion is that the introduction of the student-book
in mathematics has not led to any changes in the actions performed by
students in the learning processes of mathematics. Another conclusion is
that writing to learn is not a procedure which has been identified as
commonly used in the mathematics. The writing produced in the studentbook
is mainly in the recount and summary mode as Clarke, Waywood
and Stephens (1993) found in their study. Most students are not writing
their own preparations and reflections on mathematics, as was the
intention with the student-book when introduced. They are not,
according to these researchers, creating and shaping knowledge. One
explanation for this is probably related to the limited time used on
writing in the student-book.
From an implementation perspective (Fullan, 1992) it can be
concluded that the student-book is not implemented as suggested by the
official document in the mathematical activity in lower secondary
school. Most of the students have not made use of writing in the studentbook
to learn mathematics. In this way my study can also provide an
important contribution to the discussion about how to integrate new
elements in the mathematical activities in the school system
Elevbok i matematikk på ungdomssteget
Get PDFI denne rapporten ser forfattaren nærmare på bakgrunnen for bruken av elevbøker i matematikk på ungdomssteget. Rapporten inneheld nokre observasjonar av korleis elevar arbeider med elevbøkene sine. Desse observasjonane er gjort på ein ungdomsskule som ein del av eit toårig samarbeid med ein øvingslærar. I tillegg er det tatt med nokre eksempel frå elevbøker, og desse eksempla vert samanlikna med korleis dei ulike elevane gjorde det på ei kapittelprøve.
Til slutt følgjer ei drøfting om dette er eit godt pedagogisk verkty for elevar på ungdomssteget i matematikk og eventuelt kva elevar som er best tente med bruken av elevbøker - og kva rolle læraren bør ha i arbeidet elevane gjer med elevbøkene sine
Elevbok i matematikk på ungdomssteget
No full textI denne rapporten ser forfattaren nærmare på bakgrunnen for bruken av elevbøker i matematikk på ungdomssteget. Rapporten inneheld nokre observasjonar av korleis elevar arbeider med elevbøkene sine. Desse observasjonane er gjort på ein ungdomsskule som ein del av eit toårig samarbeid med ein øvingslærar. I tillegg er det tatt med nokre eksempel frå elevbøker, og desse eksempla vert samanlikna med korleis dei ulike elevane gjorde det på ei kapittelprøve.
Til slutt følgjer ei drøfting om dette er eit godt pedagogisk verkty for elevar på ungdomssteget i matematikk og eventuelt kva elevar som er best tente med bruken av elevbøker - og kva rolle læraren bør ha i arbeidet elevane gjer med elevbøkene sine
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
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