scholarly journals Predicting Math Identity Through Language and Click-Stream Patterns in a Blended Learning Mathematics Program for Elementary Students

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Scott A Crossley ◽  
Shamya Karumbaiah ◽  
Jaclyn Ocumpaugh ◽  
Matthew J Labrum ◽  
Ryan S Baker
Keyword(s):  
Elementary Students ◽  
Survey Data ◽  
Language Processing ◽  
Stream Data ◽  
Cognitive Measures ◽  
Math Success ◽  
Learning Mathematics ◽  
Mathematics Program ◽  
Text Cohesion ◽  
Mathematics Tutoring

This study builds on prior research by leveraging natural language processing (NLP), click-stream analyses, and survey data to predict students’ mathematics success and math identity (namely, self-concept, interest, and value of mathematics). Specifically, we combine NLP tools designed to measure lexical sophistication, text cohesion, and sentiment with analyses of student click-stream data within an online mathematics tutoring system. We combine these data sources to predict elementary students’ success within the system as well as components of their math identity as measured though a standardized survey. Data from 147 students was examined longitudinally over a year of study. The results indicated links between math success and non-cognitive measures of math identity. Additionally, the results indicate that math identity was strongly predicted by click-stream variables and the production of more lexically sophisticated and cohesive language. In addition, significant variance in math identity was explained by affective and cognitive variables. The results indicate that NLP and click-stream data can combine to provide insights into non-cognitive constructs such as math identity.

Using Natural Language Processing to Accelerate Deep Analysis of Open-Ended Survey Data

2019 ◽  
Author(s):  
Tianyi Zhang ◽  
Monica Moody ◽  
Julia P. Nelon ◽  
D. Matthew Boyer ◽  
D. Hudson Smith ◽  
...  
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Survey Data ◽  
Language Processing

Deepening the Analysis: Longitudinal Assessment of a Problem-Centered Mathematics Program

1997 ◽  
Vol 28 (2) ◽  
pp. 163-186 ◽  
Author(s):  
Terry Wood ◽  
Patricia Sellers
Keyword(s):  
Conceptual Understanding ◽  
Mathematical Achievement ◽  
Classroom Environments ◽  
Pedagogical Beliefs ◽  
Longitudinal Assessment ◽  
Learning Mathematics ◽  
Motivation For Learning ◽  
Before And After ◽  
Mathematics Program ◽  
Task Oriented

Longitudinal analyses of the mathematical achievement and beliefs of 3 groups of elementary pupils are presented. The groups consist of those students who had received 2 years of problem-centered mathematics instruction, those who had received 1 year, and those who had received textbook instruction. Comparisons are made for the groups using a standardized norm-referenced achievement test from first through fourth grade. Next, student comparisons are made using instruments developed to measure conceptual understanding of arithmetic and beliefs and motivation for learning mathematics. The results of the analyses indicate that after 2 years in problem-centered classes, students have significantly higher achievement on standardized achievement measures, better conceptual understanding, and more task-oriented beliefs for learning mathematics than do those in textbook instruction. In addition, these differences remain after problem-centered students return to classes using textbook instruction. Comparisons of pupils in problem-centered classes for only 1 year reveal that after returning to textbook instruction, these students' mathematical achievement and beliefs are more similar to the textbook group. Also included are exploratory analyses of the pedagogical beliefs held by teachers before and after teaching in problem-centered classes, and those held by teachers in textbook classes. The results of the student and teacher analyses are interpreted in light of research on children's construction of nonstandard algorithms and the nature of classroom environments.

When Logics Collide: Implementing Technology-Enabled Personalization in the Age of Accountability

2020 ◽  
pp. 0013189X2096067
Author(s):  
Iris Daruwala ◽  
Shani Bretas ◽  
Douglas D. Ready
Keyword(s):  
Standardized Test ◽  
Standardized Test Scores ◽  
Institutional Pressures ◽  
New Wave ◽  
Technology Innovations ◽  
Institutional Accountability ◽  
Learning Mathematics ◽  
Mathematics Program ◽  
Learning Platforms ◽  
Age Of Accountability

In this article, we situate the relatively new wave of technology-enabled personalized learning platforms within the broader policy context of institutional accountability. Although many education technology innovations were developed in response to heightened accountability pressures, technology-enabled personalization introduces new institutional rules, cultures, and norms that may be at odds with the goals of accountability. Using the adoption of a personalized, blended learning mathematics program at five U.S. schools as a case study, we describe how teachers, school leaders, and program staff navigated institutional pressures to improve state grade-level standardized test scores while implementing tasks and technologies designed to personalize student learning.

scholarly journals MATHEMATICS LEARNING THROUGH CHARACTER EDUCATION BASED ON INTEGRATED THEMATIC LEARNING: A DEVELOPMENT OF LEARNING MATERIALS

2021 ◽  
Vol 10 (2) ◽  
pp. 301
Author(s):  
Yenny Suzana ◽  
Sabaruddin Sabaruddin ◽  
Suesthi Maharani ◽  
Zainal Abidin
Keyword(s):  
Elementary School ◽  
Character Education ◽  
Elementary Students ◽  
Mathematics Teaching ◽  
Mathematics Learning ◽  
Model Development ◽  
Teaching Materials ◽  
School Students ◽  
Learning Mathematics ◽  
Thematic Learning

This research is to develop mathematics teaching materials that are integrated with elementary school thematic learning. The purpose of the development is to obtain mathematics teaching materials that prioritize the local wisdom of the Acehnese people. This teaching material is helpful for fifth-grade elementary school students in which there are character values for learning mathematics. This study uses a qualitative descriptive research method with the ADDIE model development research design. This research focuses on analyzing elementary school teachers who face the problem of integrated mathematics-based character education in thematic learning, then making initial designs and developing character education-based mathematics teaching materials that are integrated into the learning theme. The results showed that character education-based mathematics teaching materials were compatible with elementary students' thematic learning. Mathematics teaching materials focused on solving math problems for elementary students, integrating character values in mathematics with various themes in thematic learning by integrating each mathematics material into themes. The mathematics teaching materials developed were designed with various activities related to daily activities with straightforward language to be understood and made into a mathematical model. 

scholarly journals Analisis Minat Belajar Siswa Kelas III Pada Materi Bangun Datar Berbantuan VBA

2020 ◽  
Vol 2 (4) ◽  
pp. 297-302
Author(s):  
Dzarroh Qolba Musoffa ◽  
Ani Nurhayati ◽  
Siti Chotimah
Keyword(s):  
Elementary School ◽  
Elementary Students ◽  
Soft Skills ◽  
Learning Goals ◽  
Student Interest ◽  
Average Percentage ◽  
High Category ◽  
Learning Mathematics ◽  
The Media ◽  
Descriptive Qualitative

Interest in learning is one of the soft skills that are important for students to have. Because interest in learning will make it easier for students to achieve learning goals. While a lack of interest in learning can result in a lack of interest in a person in a particular field, it can even lead to rejection of the teacher. The focus of our research on the research sample is to determine the criteria for student interest in learning. This research is motivated by most elementary school (SD) students who do not like learning mathematics because mathematics is a subject that deals with numbers. This shows that students are less interested in learning mathematics. The method used in this research is descriptive qualitative with a sample of 11 people. The results of this study indicate the criteria for student interest in learning with the help of VBA are in the high category because the average percentage accumulation is 85.34%. The VBA application is a learning medium that is arguably something new for elementary students in general. So that when the media is used in learning, it can attract students to pay attention and follow learning well.

A mathematics laboratory—from dream to reality

1970 ◽  
Vol 17 (2) ◽  
pp. 105-110
Author(s):  
Patricia S. Davidson ◽  
Arlene W. Fair
Keyword(s):  
Elementary School ◽  
Approach To Learning ◽  
Vital Part ◽  
Whole School ◽  
Storage Room ◽  
Learning Mathematics ◽  
Basement Floor ◽  
Mathematics Program ◽  
First Job

Just a year ago last September, the mathematics laboratory program at the Oak Hill Elementary School was still a dream. A few plans had been made during the previous spring for an initial purchase of materials, and the first job in the fall was to find “the place.” It was decided to convert a small storage room on the basement floor into a mathematics laboratory. By the end of the year, the dream had become a reality—the laboratory approach to learning mathematics had become a vital part of the mathematics program in the whole school.

Problem Solving in a Structured Mathematics Program

2007 ◽  
Vol 13 (6) ◽  
pp. 300-307
Author(s):  
Robert W. Buyea
Keyword(s):  
Problem Solving ◽  
School Mathematics ◽  
Complex Problems ◽  
Learning Mathematics ◽  
Mathematics Program ◽  
Principles And Standards

“Solving problems is not only a goal of learning mathematics but also a major means of doing so. Students should have frequent opportunities to formulate, grapple with, and solve complex problems that require a significant amount of effort and should then be encouraged to reflect on their thinking.”—Principles and Standards for School Mathematics (NCTM 2000, p. 52)

In My Opinion: Top Ten Ways to Strengthen Your School Mathematics Program

2004 ◽  
Vol 11 (1) ◽  
pp. 5-7
Author(s):  
Barbara Reys ◽  
Cathie Lewis ◽  
Brian Schad ◽  
José Contreras ◽  
Vicky Kirschner ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Program Design ◽  
School Mathematics ◽  
School Year ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Mathematics Program ◽  
Design Activities ◽  
Specific Activities

Welcome back to school! Take advantage of the renewed energy and commitment that accompany the beginning of the school year by developing a set of specific activities to help improve your school mathematics program. Design activities that focus on supporting the development of teachers' knowledge of teaching and learning mathematics. Plan activities that help parents contribute to the mathematics education of their children. Organize schoolwide activities to promote students' interest in studying mathematics. Here are a few suggestions that the TCM Editorial Panel has assembled to spark your thinking and planning.

Comparing Poor, Minority Elementary Students' Interest And Background In Science With That Of Their White, Affluent Peers

2003 ◽  
Vol 38 (2) ◽  
pp. 153-172 ◽  
Author(s):  
George Wenner
Keyword(s):  
Science Education ◽  
Inner City ◽  
Elementary Students ◽  
Minority Students ◽  
Survey Data ◽  
Information Science ◽  
Science Instruction ◽  
School Science ◽  
Instructional Time ◽  
Science Information

Using survey data, poor, minority, inner-city elementary students were compared with White, affluent children regarding science information, science experiences, and personal preferences concerning science education. The students' perceptions of scientists, levels of disciplinary knowledge, sources of science information, voluntary science-related activities, and desired amounts of school science instruction were also investigated. The results, contrary to common expectations, indicated several areas where the two groups did not differ. The level of science knowledge was found to be higher among the White, affluent group. However, attitudes toward science were more positive, the current amount of instructional time devoted to science was greater, and a desire for more science instruction was evidenced among the inner-city, minority students.

Theory of Mind, Religiosity, and Autistic Spectrum Disorder: a Review of Empirical Evidence Bearing on Three Hypotheses

2019 ◽  
Vol 19 (5) ◽  
pp. 411-431
Author(s):  
Robert N. McCauley ◽  
George Graham ◽  
A. C. Reid
Keyword(s):  
Theory Of Mind ◽  
Empirical Evidence ◽  
Language Processing ◽  
Autistic Spectrum Disorder ◽  
Empirical Studies ◽  
Spectrum Disorder ◽  
Cognitive Measures ◽  
Autistic Spectrum ◽  
Intelligence Theory ◽  
And Behavior

AbstractThe cognitive science of religions’ By-Product Theory contends that much religious thought and behavior can be explained in terms of the cultural activation of maturationally natural cognitive systems. Those systems address fundamental problems of human survival, encompassing such capacities as hazard precautions, agency detection, language processing, and theory of mind. Across cultures they typically arise effortlessly and unconsciously during early childhood. They are not taught and appear independent of general intelligence. Theory of mind (mentalizing) undergirds an instantaneous and automatic intuitive understanding of minds, mental representations, and their implications for agents’ actions. By-Product theorists hypothesize about a social cognition content bias, holding that mentalizing capacities inform participants’ implicit understanding of religious representations of agents with counter-intuitive properties. That hypothesis, in combination with Baron-Cohen’s account of Autistic Spectrum Disorder (ASD) in terms of diminished theory of mind capacities (what he calls “mind-blindness”), suggests an impaired religious understanding hypothesis. It proposes that people with ASD have substantial limitations in intuitive understanding of and creative inferences from such representations. Norenzayan argues for a mind-blind atheism hypothesis, which asserts that the truth of these first two hypotheses suggests that people with ASD have an increased probability, compared to the general population, of being atheists. Numerous empirical studies have explored these three hypotheses’ merits. After carefully pondering distinctions between intuitive versus reflective mentalizing and between explicit versus implicit measures and affective versus cognitive measures of mentalizing, the available empirical evidence provides substantial support for the first two hypotheses and non-trivial support for the third.

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