1,721,006 research outputs found
New perspectives on identification and fostering mathematically gifted students: matching research and practice
Full text linkThis special section of vol8,nos1&2 of The Montana Mathematics Enthusiast is a result of tremendous enthusiastic team work of many outstanding mathematics educators worldwide who are concerned with the issues related to mathematical giftedness and devoted to share with the international community their ideas, research results and best practices. The idea of the special issue on mathematical giftedness arose during the Topic Study Group 6 (TSG6) meeting at the 11th International Congress on Mathematics Education (ICME-11) in Monterrey, Mexico, in 2009 led by Viktor Freiman and Ali Rejali in collaboration with Mark Applebaum, Pablo Dartnell, and Arne Mogensen. More than 60 participants and 20 presentations resulted in invitations to scholars to share their findings in extended papers that meet the high standards of The Montana Mathematics Enthusiast. Each paper was rigorously reviewed by at least two renowned scholars. As a result of our work, we present 11 papers in this issue, 8 of which arise from the TSG6 work and 3 others are original papers written especially for this issue
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
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
How elementary students learn to mathematically analyze word problems: the case of addition and subtraction
No full textMathematical problem solving, and more specifically the ability to mathematically analyze and model a situation, is one of the most important aspects of teaching and learning mathematics in school. Today, researchers agree that the problem-solving and mathematizing phenomena are extremely complex and that research is needed to better understand the cognitive processes involved at a phenomenological level. The lack of nuanced understanding of the ways of reasoning students might employ to analyze and model a problem prevents teachers from effectively meeting their needs. Within the context of a larger study on the development of mathematical reasoning in early grades of elementary school, I studied how grade two elementary school students solve additive problems to answer the following questions:1.What kind of mathematizing do students use to solving additive word problems? 2.What are the relationships between the instruction implemented and students' development of mathematizing processes?Applying the grounded theory methodology, I analyzed multiple observations of students solving additive problems throughout one school year. I suggest models for six strategies of mathematizing, which I describe in detail. I describe the dynamics of change in the learners' ways of reasoning and the relationships between this change and the teaching implemented.La résolution de problèmes mathématiques, et plus particulièrement la capacité d'analyser et de modéliser mathématiquement une situation, est l'un des aspects les plus importants de l'enseignement et l'apprentissage des mathématiques à l'école. De nos jours, les chercheurs s'accordent à dire que les phénomènes de résolution de problèmes et de la mathématique d'une situation sont extrêmement complexes et que la recherche est nécessaire pour mieux comprendre au niveau phénoménologique des processus cognitifs impliqués. Le manque de compréhension nuancée du raisonnement que des apprenants pourraient employer pour analyser et modéliser un problème empêche les enseignants de répondre à leurs besoins de façon efficace. Dans le contexte d'une plus grande étude concernant le développement de raisonnement mathématique dans les premières années de l'école primaire, j'ai étudié les élèves de deuxième année du primaire en train de résoudre des problèmes additifs pour répondre aux questions suivantes: 1.Quels sont les moyens de mathématisation utilisent les élèves pour résoudre des problèmes écrits ayant des structures additives? 2.Quel est le rapport entre l'enseignement mis en œuvre et le développement des processus de mathématisation des élèves? En adoptant la méthodologie de la théorisation ancrée, j'ai observé et analysé des élèves à résoudre des problèmes additifs au cours d'une année scolaire. J'ai modélisé six stratégies de mathématisation, que j'ai décrites en détail. J'ai décrit la dynamique du changement des modes de raisonnement chez les apprenants, ainsi que les relations entre ce changement et l'enseignement mis en œuvre
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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