1,720,955 research outputs found
Understanding the concept of fractions among mathematics trainee teachers*
No full textStudents seem to have difficulty in fractions is an evidence of poor understanding or misconception. Understanding the concept of fraction is important for students to perform the procedure algorithm. Since teachers are the first-hand person by which students learn formal mathematics in our country, it is very important for teachers to identify the understanding of concepts and misconceptions about fractions to further improve conceptual understanding and overcome misunderstandings of the concept. Therefore, a study aimed to assess trainee teachers’ levels of understanding in fundamental fraction knowledge was conducted. The participants in this study consisted of 23 trainee teachers that enrolled in a 4-years teacher education program in Mathematics major at Raja Melewar Teachers’ Training Institute, Seremban. The instrument used in this study is Incorporating Fraction Knowledge Test, adapted from Chelsea Diagnostic Mathematics Tests. The findings show that the level of understanding of fraction among trainee teachers is at a moderate level. This implicated that there is a need for elevating trainee teachers’ knowledge in fraction.Los estudiantes parecen tener dificultades en las fracciones es una evidencia de una comprensión pobre o un concepto erróneo. Comprender el concepto de fracción es importante para que los estudiantes realicen el algoritmo de procedimiento. Dado que los maestros son la persona de primera mano por la cual los estudiantes aprenden matemáticas formales en nuestro país, es muy importante que los maestros identifiquen la comprensión de conceptos y conceptos erróneos sobre fracciones para mejorar aún más la comprensión conceptual y superar los malentendidos del concepto. Por lo tanto, se realizó un estudio destinado a evaluar los niveles de comprensión de los maestros en formación en el conocimiento de la fracción fundamental. Los participantes en este estudio consistieron en 23 maestros en formación que se inscribieron en un programa de educación docente de 4 años en la especialidad de Matemáticas en el Instituto de Capacitación de Maestros Raja Melewar, Seremban. El instrumento utilizado en este estudio es Incorporando Fraction Knowledge Test, adaptado de Chelsea Diagnostic Mathematics Tests. Los resultados muestran que el nivel de comprensión de la fracción entre los profesores en formación está en un nivel moderado. Esto implicaba que existe la necesidad de elevar el conocimiento de los profesores en prácticas en fracción
Comprender el concepto de fracciones entre profesores en prácticas de matemáticas
Get PDFStudents seem to have difficulty in fractions is an evidence of poor understanding or misconception. Understanding the concept of fraction is important for students to perform the procedure algorithm. Since teachers are the first-hand person by which students learn formal mathematics in our country, it is very important for teachers to identify the understanding of concepts and misconceptions about fractions to further improve conceptual understanding and overcome misunderstandings of the concept. Therefore, a study aimed to assess trainee teachers’ levels of understanding in fundamental fraction knowledge was conducted. The participants in this study consisted of 23 trainee teachers that enrolled in a 4-years teacher education program in Mathematics major at Raja Melewar Teachers’ Training Institute, Seremban. The instrument used in this study is Incorporating Fraction Knowledge Test, adapted from Chelsea Diagnostic Mathematics Tests. The findings show that the level of understanding of fraction among trainee teachers is at a moderate level. This implicated that there is a need for elevating trainee teachers’ knowledge in fraction.Los estudiantes parecen tener dificultades en las fracciones es una evidencia de una comprensión pobre o un concepto erróneo. Comprender el concepto de fracción es importante para que los estudiantes realicen el algoritmo de procedimiento. Dado que los maestros son la persona de primera mano por la cual los estudiantes aprenden matemáticas formales en nuestro país, es muy importante que los maestros identifiquen la comprensión de conceptos y conceptos erróneos sobre fracciones para mejorar aún más la comprensión conceptual y superar los malentendidos del concepto. Por lo tanto, se realizó un estudio destinado a evaluar los niveles de comprensión de los maestros en formación en el conocimiento de la fracción fundamental. Los participantes en este estudio consistieron en 23 maestros en formación que se inscribieron en un programa de educación docente de 4 años en la especialidad de Matemáticas en el Instituto de Capacitación de Maestros Raja Melewar, Seremban. El instrumento utilizado en este estudio es Incorporando Fraction Knowledge Test, adaptado de Chelsea Diagnostic Mathematics Tests. Los resultados muestran que el nivel de comprensión de la fracción entre los profesores en formación está en un nivel moderado. Esto implicaba que existe la necesidad de elevar el conocimiento de los profesores en prácticas en fracción
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
Addressing fraction comprehension: global perspectives and Malaysian educational strategies
Get PDFUnderstanding fractions is a significant challenge in mathematics education globally, including in Malaysia, where students often struggle with core concepts. These difficulties hinder their progression into advanced areas like ratios, proportions, and algebra. This paper proposes a conceptual framework to enhance students’ understanding of fractions, with a focus on the Malaysian education system. Drawing on literature and practices from international contexts, this paper emphasizes the importance of visual models, manipulatives, technology integration and real-world applications in teaching fractions. As a concept paper, it synthesizes key insights from educational theories to develop strategies for improving fraction education. The framework highlights the need for alignment with both local and international curriculum. Key findings suggest that the use of manipulatives, visual models and technology can significantly improve fraction comprehension. By comparing global strategies, this paper offers insights into how these methods can be adapted to diverse learning environments, including low-resource settings. The framework implies that curriculum reforms, professional development for teachers and revised assessments are crucial to enhancing student outcomes in fraction education
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
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