The Teaching-Learning of Relations in Discrete Mathematics Using Software as a Support

2017 ◽  
Author(s):  
Jose A. Jimenez-Murillo ◽  
Octavio Ortiz-Ortiz ◽  
Paola Jimenez-Hernandez ◽  
Laura N. Alvarado-Zamora ◽  
Erendira M. Jimenez-Hernandez
Keyword(s):  
Discrete Mathematics ◽  
Teaching Learning

scholarly journals TECHNOLOGIES IMPROVING FOR KNOWLEDGE AND SKILLS ASSESSING OF STUDENTS OF PHYSICAL AND MATHEMATICAL SPECIALTIES IN E-LEARNING

2020 ◽  
Vol 78 (4) ◽  
pp. 163-176
Author(s):  
Наталія Пилипівна Тмєнова ◽  
Богдан Богданович Сусь
Keyword(s):  
Expert Systems ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Discrete Mathematics ◽  
Knowledge And Skills ◽  
Models Of Teaching ◽  
E Learning ◽  
Mathematical Sciences ◽  
Interdisciplinary Interaction ◽  
Teaching Learning

Although the problems of obtaining educational information in e-learning have been successfully resolved, the testing of obtained knowledge still requires a solution. Principles of knowledge assessment by means of tests in mathematics subjects administered in e-learning environment have been developed. An algorithm of component analysis and formula expression indexing for automatic analysis is suggested. This approach allows diversifying the types of questions for consequent verification of knowledge in computer systems. Modification of the formula editor provides the creation of templates for formula entering and the use of indexing algorithm of the expression elements. This makes it possible to avoid ambiguity of responses entered by students. Tasks with computer verification of an analytical symbolic expression can be applied to automate the verification of skills and knowledge in natural sciences, in particular, physics, mathematics, by appropriate modification of the template. Development of information technologies led to the development of new models of teaching and learning, especially in the field of mathematical sciences. It is shown that during experimental laboratory work in engineering subjects especially effective are those activities that combine the use of knowledge and skills acquired during the study of other related disciplines. It is shown that research based on interdisciplinary interaction has great potential. In addition, the application and advantages of expert systems in open education to improve the teaching-learning process are discussed. It is proposed to use expert systems in the designing of laboratory works and tests. It is also shown how expert systems should be used to optimize the process of creating adaptive type laboratory works and to formulate individual test tasks. The application of the expert system is illustrated on the example of Discrete Mathematics.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

Role and Importance of Schemas in Pedagogy and Learning: A Cognitive Approach

2019 ◽  
Vol 1 (1) ◽  
pp. 45-60
Author(s):  
Naveed Akram Ansari
Keyword(s):  
Educational Psychology ◽  
Learning Experience ◽  
Vital Role ◽  
Constructivist Approach ◽  
Educational Strategies ◽  
Cognitive Approach ◽  
Educational Plan ◽  
Class Room ◽  
Teaching Learning ◽  
Forms Of Knowledge

Educational strategies are designed to cope with and fulfill the multifarious pedagogical and educational needs of teachers and learners. Moreover, no educational plan can possibly yield the required results without incorporating suitable instructive strategies. This research paper advocates the role and importance of schemas in learning new forms of knowledge and data in the perspective of class room teaching-learning. Cognitive approach is adopted to understand how students learn new forms of knowledge and experiences through different mental processes, quite unlike that of behaviorism. The concept of schema helps us understand how learners can link new pieces of information to the already existing knowledge in their minds. The notion of ‘Constructivist Approach’ has been extracted from the field of educational psychology for triangulation. Extracts are taken from the textbooks of English used in matriculation and intermediate through purposive sampling. Their analysis shows that schemas can play a vital role in enhancing the learning experience and making new forms of knowledge a permanent part of the memory of students which is the ultimate goal of education.

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Corporeità, movimento e benessere: il potenziale educativo di itinerari motorio-sportivi inclusivi giovanili

2019 ◽  
pp. 3121-334
Author(s):  
Carmen Palumbo ◽  
Antinea Ambretti ◽  
Giovanna Ferraioli
Keyword(s):  
Young People ◽  
Learning Process ◽  
Personalized Learning ◽  
Barriers To Learning ◽  
Educational Value ◽  
School Activities ◽  
The Past ◽  
Full Participation ◽  
Inclusive Approach ◽  
Teaching Learning

Over the past few decades, the adoption of an inclusive approach to education has stimulated a reflection on the educational value of body and movement within teaching-learning process in order to break down all barriers to learning and promote the full participation of young people to school activities. Indeed,body and movement represent an important didactic "medium" for developing individualized and personalized learning paths that take into account the specific needs and characteristics of students thus contributing to their global and harmonious development.

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