bluuebunny/crossref_metadata_2025 huggingface dataset:
Effectiveness of Nursing Management Educational Program upon Head Nurses Knowledge Regarding Patient Management
Authors: Ali Hussein Ali Al-Jazaeri.1 , Muna. A. Khaleel
Published: January 2021

Background: Over the past few decades, the role of the Director of the Nursing Unit (head nurse) hasdeveloped considerably globally, from the head nurse who supervisor to patient care and nursing staffand the needs of the ward from all the necessary supplies for nursing care in the ward to the role of themanager nurse who plays a broader role through his oversight of all Nursing ward in the hospital, staffemployment and ward quality, development and retention. Previously the head nurses were responsible forthe care of clinical patients only in the ward, and their duty was only patient. Objectives: Implement thenursing management education program for the study group. Methodology: A quasi-experimental designis carried out throughout the present study with the application of test-retest approach for the study andcontrol groups from March 24th 2019 to Feb 19th 2020. Settings of the Study: This study was conducted atthe nursing units of Al-Najaf AL-Ashraf City Hospitals which include (Al-Sadr Medical City, Al-HakeemGeneral Hospital and Al-Zahra Teaching Hospital, they represented AL-Najaf AL-Ashraf city). Result:showed that the study group participants had benefits from the implementation of nursing managementeducation program Conclusions: The program considered an effective mean for the improvement of thehead nurse’s knowledge. Recommendations: Head nurses should have the required knowledge about wardsmanagement regarding patient care. And nursing management education program is an important tool forthe development of head nurses’ skills. Accordingly, head nurses need to be encouraged to participate innursing management education program focused on patient management. Finally, the study proved that thereis an essential need for collaboration between the Ministry of Higher Education and Scientific Research withMinistry of Health and Environment to improve the nursing management courses as a part of curriculum innursing institutes and universities.
Knowledge, Attitudes, and Practices of Staff and Students at Sulaimani Polytechnic University towards COVID-19/Iraq
Authors: Bestun Ibrahim Hama Rahim
Published: January 2021

COVID-19 is a highly infectious and pathogenic viral disease, its become a global pandemic infection,which is an airborne disease; transmits directly and indirectly between infected cases and other people.Until now, there has been neither vaccine nor specific antivirus medicine against this disease, the onlymethod to prevent the spread of the virus is a preventive practice against the disease, it depends on theknowledge and attitudes of people towards the disease. The online cross-sectional study was undertakenduring the pandemic, to estimate Knowledge, Attitudes, and Practices towards COVID-19 among a sampleof staff and students at Sulaimani Polytechnic University. Data of 270 adult individuals were collectedduring June 2020 and analyzed. The male/female ratio was 1:88. The mean scores of knowledge, attitudes,and preventive practices of the participants were 7.4 (SD 1.68), 5.5 (SD 1.15), and 6.7 (SD 2.1) respectively.The results reported significant differences between respondents’ knowledge mean score and their gender,and educational background (P=0.005 and P=0.003 respectively). The attitudes mean score of the staffwas significantly greater than the attitudes mean score of the students (P=0.021). Likewise, the attitudesmean score was significantly greater in medical subjects compared to non-medical individuals (P<0.001).The respondents with age group ?45 had a significantly higher preventive practice compared to the otherage groups (P<0.001). Similarly, the practices mean score was significantly greater in the staff comparedto the students (P< 0.001). The vast majority of the participants (88.5%) used social media for obtainingknowledge and advice on the disease. The study indicates that the respondents had sufficient knowledge,positive attitudes, and good practice toward COVID-19.
Lateral Canthopexy in Lower Blepharoplasty: A Review Literature
Authors: Balakrishnan Ramalingam
Published: January 2021

Background: Lower eyelid malposition is a known complication of lower (lid) blepharoplasty surgery.The prevention of this complication is easier than its treatment. Over the past 10 years lot of patients havehad lower blepharoplasties with a canthopexy procedure and in some cases a tarsal strip canthoplasty. Thecriterion for a lateral tarsal strip canthoplasty was a lid distraction distance greater than or equal to 10 mm.Lid distraction distance is the distance the eyelid can be pulled away from the globe after the initial skinincision has been made and measured with calipers. If the eyelid can be pulled away from the globe less than10 mm, then a canthopexy is performed, which occurred in 98% of cases. Patients had lateral canthopexiesregardless of age or preoperative assessment. Herein, we describe a simple method of canthopexy that canbe performed on most patients having a lower blepharoplasty, to not only achieve a cosmetically superiorresult but also to prevent eyelid malposition or ectropion.Conclusion: We have described a simple prophylactic canthopexy suturing technique that all surgeonsperforming lower blepharoplasty can do to prevent rounding or ectropion. Naturally, the more cases that aredone, the more accurate will be the eyelid position and adequacy of eyelid tension achieved. Lateral tarsalstrip canthoplasty is also used in more advanced cases of lid laxity.
Reflections on an Online Project-based Oral Interpretation Course: Seeking to Improve Student Emotional Well-being with a Parody Song Project
Authors: Kawakami Aya
Published: January 2021

In April 2020, the corona virus pandemic caused most universities in Japan, and the rest of the world, to go online. This article reflects upon the challenges faced in creating an online asynchronous oral interpretation class. Through the reflection, the need for sensitivity and attention to student well-being, particularly mental well-being, is considered an essential focus for the teacher, in addition to learning. The article introduces a parody song project created which focused on nurturing the emotional well-being of the students.
2020年度前期は新型コロナウィルスの影響により日本においても多くの授業がオンラインで行われた。この論文では、ドラマの授業の中でも、特にオーラルインタープリテーションの授業においてオンデマンド方式で授業を行った試みを取り上げる。オンラインであるからこそ、学生の、特に1年生のメンタルケアに心を配る必要がある。この論文では、その点を考慮して行ったパロディーソングプロジェクトを紹介する。
Conducting a Micro-Evaluation in an EFL Classroom for a
Performance-Assisted Learning Activity
Authors: Theobald Marcus
Published: January 2021

Performance–assisted learning (PAL) was introduced at the 2017 annual Japanese Association for Language Teaching (JALT) conference. It was revealed to be a “new concept in education” and that EFL university teachers were “extremely excited about its efficacy and power to motivate” (Head et al., 2018, p. 233). However, it was claimed that in many institutions, English department administrators did not share the same enthusiasm, seeing PAL activities as not academic enough. This study aims to gather a variety of qualitative data to validate the use of PAL. Over 5 weeks, a micro-evaluation involving a number of data sets was conducted on two university classes, containing 46 students in total, for a PAL activity (in this case, a four-page skit). The evaluations were individual student journals, peer-assessment, creative writing, teacher observation, and a video. The study describes the 5-week project procedure, and aims to provide more comprehensive evidence to support the use of PAL in the EFL classroom. Findings indicate very positive student engagement in the project, and a need to give more explicit instruction to students for the creative writing task.
Von Audiopodcast bis Zahlensinn
Authors: Schreiber Christof
Published: January 2021

Immer mehr und immer neue digitale Medien halten Einzug in die Grundschulen. Ist der PC von didaktischer Seite aus nie richtig im Mathematikunterricht der Primarstufe angelangt so folgen auch schon interaktive Whiteboards, Tablets und multi-touch-fähige Geräte. Möglicherweise bergen aber gerade diese ‚neuen‘ digitalen Medien Potenziale, die deren Einsatz in der Grundschule rechtfertigen und zu einer qualitativen Verbesserung des Lehrens und Lernens von Mathematik führen können. Die Entwicklung passender didaktischer Konzepte ist nach wie vor die wichtigste Aufgabe. Dabei wird es nicht ‚das eine‘, ‚das richtige‘ Konzept geben. Der Einsatz digitaler Medien beim Lehren und Lernen ist viel zu komplex, als dass er sich in wenigen Konzepten festhalten ließe. Zu viele Faktoren beeinflussen die Prozesse, nicht zuletzt sind insbesondere die Auswahl der Anwendung sowie die Lehrperson von entscheidender Bedeutung. Was getan werden kann und muss ist, möglichst viele Beispiele didaktisch wertvoller Einsatzmöglichkeiten zu bündeln und daran die Vielfalt des Potenzials aufzuzeigen. Die Reihe zum ‚Lernen, Lehren und Forschen mit digitalen Medien in der Primarstufe’ richtet sich besonders an Studierende, Referendare und Referendarinnen, sowie Lehrende im Bereich der Lehrerbildung. Ziel ist es, Aufmerksamkeit zu schaffen für den Einsatz digitaler Medien zum Lernen, Lehren und Forschen im Mathematikunterricht der Primarstufe.
Digitale Medien im Mathematikunterricht der Grundschule – Innovation auf dem Tablet serviert?
Authors: Krauthausen Günter
Published: January 2021

Seit ca. 1990 wird über den Einsatz (damals nur) des PCs in der Grundschule nachgedacht. Meinungen rangier(t)en stets zwischen unkritischer Euphorie und oft ebenso unkritischer Ablehnung. Was kennzeichnet die Entwicklung seither? Vom C 64 bis zum iPad sind gewaltige technische Fortschritte zu verzeichnen und neue Optionen entstanden. Hat die Didaktik des Einsatzes digitaler Medien damit Schritt gehalten? Was ist zu konstatieren, was steht weiterhin auf der Agenda? Der vorliegende Beitrag fokussiert insbesondere auf die neuen Entwicklungen im Bereich der Tablets.
„Lass` dir die Aufgabe doch vorlesen!“ – mit digitalen Medien Schwierigkeiten beim Sachrechnen begegnen
Authors: Rink Roland
Published: January 2021

Da die meisten Sachaufgaben, die in der Grundschulmathematik eingesetzt werden, an mathematischen Mitteln nicht mehr als die Grundrechenarten voraussetzen, ist es doch mehr als verwunderlich, dass so viele Schülerinnen und Schüler mit dem Sachrechnen solche Schwierigkeiten haben. Das Problem wird in der Literatur vielfältig diskutiert und u. a. Schwierigkeiten beim Übertragen der Sachsituation auf das mathematische Modell als Ursache ausgemacht. Zahlreiche Bearbeitungshilfen werden ebenfalls diskutiert. In diesem Beitrag wird vorgestellt, wie es mit Hilfe auditiver Unterstützung gelingen kann, Kindern mit Schwierigkeiten beim Lesen zu helfen, die Sachsituation einer Sachrechenaufgabe zu erfassen.
Schüler-Modelle – Vorstellungen bezüglich der Entwicklung von Lernenden Arithmeticus als Beispiel
Authors: Klep Joost , Lohfink Anna
Published: January 2021

Vorstellungen über die Entwicklung von Schülerinnen und Schülern werden im Unterricht beim Interpretieren, beim Bewerten, beim Planen und beim Erstellen von Schülerberichten verwendet. Es ist eine Kompetenz der Lehrerin beziehungsweise des Lehrers diese oft informalen Vorstellungen sachgemäß zu pflegen und zu verwenden. In diesem Beitrag werden das Modellieren dieser Vorstellungen und das Schülermodellkonzept analysiert und charakterisiert. Im Bereich digitaler Medien muss man diese Vorstellungen explizit machen und in Computerprogramme umsetzen. Das dem Unterricht gerechte Modellieren von Schülerentwicklungen als Daten und Prozesse ist eine der Aufgaben der informatischen Mathematikdidaktik. Dieses Modellieren wird in diesem Beitrag anhand des Beispiels von dem Schülermodel Arithmeticus vorgestellt.
Die Klötzchen-App im Mathematikunterricht der Grundschule – Potentiale und Einsatzmöglichkeiten
Authors: Bönig Dagmar , Thöne Bernadette
Published: January 2021

Im Grundschulunterricht wird das Raumvorstellungsvermögen von Schülerinnen und Schülern ausgehend vom Handeln mit geometrischen Objekten gezielt weiterentwickelt. Auf dem Weg zum mentalen Manipulieren der Objekte kann die Klötzchen-App sinnvoll in den Unterricht integriert werden. In diesem Beitrag erläutern wir die Potentiale dieser App und stellen Aufgabenstellungen für den Einsatz in der Grundschule vor.
Tablet-App Book Creator im Mathematikunterricht – Digitale Bücher zu Sachaufgaben mit dem Tablet erstellen
Authors: Bierbauer Christina
Published: January 2021

Der Bereich Sachrechnen wird immer wieder als Problembereich des Mathematikunterrichts beschrieben. Zum Aufbau und zur Förderung der Sachrechenkompetenz von Schülerinnen und Schülern bedarf es stetiger und vielfältiger Aktivitäten. Im folgenden Beitrag wird aufgezeigt wie die Förderung der Sachrechenkompetenz durch das Erfinden von Sachaufgaben realisiert werden kann. Mit der Tablet-App Book Creator erstellen die Schülerinnen und Schüler digitale Bücher, in denen die erfundenen Sachaufgaben in verschiedenen Repräsentationsebenen abgebildet werden. Zunächst werden die allgemeinen Funktionen der Tablet App und deren Einsatzmöglichkeiten im Unterricht thematisiert. Zudem werden weitere Möglichkeiten des Einsatzes der App zu verschiedenen Inhalten im Mathematikunterricht der Primarstufe vorgestellt.
Mathematische Schnitzeljagd mit Actionbound – Mathematik in der Umwelt neu entdecken
Authors: Schaffer Maximilian , Schreiber Christof , Schulz Kristina
Published: January 2021

In diesem Beitrag wird die App „Actionbound“ vorgestellt, mit welcher eine Lerngruppe auf eine Schnitzeljagd mit Smartphone oder Tablet geschickt werden kann. Verschiedene mathematische Inhaltsbereiche können einzeln oder in Kombination umweltbezogen thematisiert werden, indem die Lernenden an konkreten Orten auf dem Schulgelände oder in der Umgebung den mathematischen Aspekt eines bereits bekannten Objektes durch das Bearbeiten verschiedener Aufgabentypen für sich entdecken. Im Beitrag werden die technischen Voraussetzungen für die Nutzung der App und möglichen Stolpersteine dargestellt sowie der eigens erprobte Unterricht als auch weitere denkbare Einsatzmöglichkeiten skizziert.
Von der Herausforderung, die Hochschuleingangsphase in Mathematik konstruktiv zu gestalten – Strukturen und Aufgaben
Authors: Barzel Bärbel
Published: January 2021

Mathematik stellt für viele Studierende beim Übergang von der Schule zur Hochschule noch immer eine große Herausforderung dar. Die Übergangskommission Schule-Hochschule hat einen Maßnahmenkatalog vorgelegt, um dieser Herausforderung zu begegnen. Dabei ist es Ziel, Studierende auf die neue Lernkultur an der Universität so vorzubereiten, dass Motivation und Offenheit nicht verloren gehen. Vielmehr sollen sie individuell beim fachlichen Lernen und in ihrer Eigenverantwortung unterstützt und gestärkt werden, um die Anforderungen in Mathematik mit Klarheit, Stringenz und Erfolg zu meistern. Im Beitrag wird der Maßnahmenkatalog kurz vorgestellt und exemplarisch mit Blick auf die strukturelle Gestaltung der Lernprozesse sowie der Aufgabenformate erörtert.
Unreal Engine 4 trifft H5P und PBL – Integration einer virtuellen Realität mit interaktiven Erklärvideos in ein digitales Fachkonzept zur Unterstützung problembasierten Lernens
Authors: Altieri Mike , Schellenbach Michael , Schirmer Evelyn , Opfermann Christiane , Kunze Jan Erik , Regnet Julian , Paluch Dirk
Published: January 2021

Problembasiertes Lernen zählt zu den Lernmethoden, die Studierende am besten auf die Anforderungen der Arbeitswelt des 21. Jahrhunderts vorbereiten. Daher wurde problembasiertes Lernen an der Hochschule Ruhr West in zwei Grundvorlesungen zur Ingenieurmathematik eingebettet. Die Integration dieser zeitaufwändigen Lernmethode wird durch die Realisierung eines digital gestützten Fachkonzepts ermöglicht, bei dem moderne Technologien der Digitalisierung wesentlich zur Entlastung der Präsenzphasen beitragen, in denen jetzt problembasiertes Lernen stattfinden kann. In einem nächsten Schritt sollen die dort bearbeiteten Projekte in einer mit interaktiven Erklärvideos angereicherten virtuellen Realität nacherlebbar gemacht werden, wodurch Studierenden für die Nachbearbeitung der Projekte eine lernförderliche Alternative zur schriftlichen Musterlösung angeboten wird. Es werden das rahmengebende digitale Fachkonzept sowie die praxis- und theoriegeleitete Motivation zur Verschränkung von problembasierten Lernen und virtueller Realität beschrieben und die technische Umsetzung mit einem Ausblick auf geplante Entwicklungen dargestellt.
Entwurf und Einsatz von Lösungsbeispielen mit Lücken und Selbsterklärungsaufforderungen in Mathematikveranstaltungen für Studierende der Pharmazie und der Biologie
Authors: Feil Lidia , Strauer Dorothea , Zwingmann Katharina
Published: January 2021

Studierenden in den Lebenswissenschaften ist oft nicht bewusst, wie viel Mathematik, insbesondere Statistik, sie für ihren Studiengang benötigen. Auch wenn für den weiteren Studienverlauf die Anwendung auf verschiedene naturwissenschaftliche Probleme im Vordergrund steht, sollen die Studierenden in diesen Veranstaltungen auch ein Verständnis der mathematischen Methoden erlangen. Die Autorinnen erproben seit zwei Semestern in Mathematikveranstaltungen für Pharmazeuten und (Human-)Biologen die Verwendung von ausgearbeiteten Lösungsbeispielen (workedexamples). Die kleinschrittigen Lösungsbeispiele sind erstens mit Lücken versehen und zweitens mit Selbsterklärungsaufforderungen. Dadurch soll eine aktive Auseinandersetzung der Studierenden mit dem Lösungsweg wie auch mit der zugrunde liegenden Mathematik gefördert werden.
Die Online-Lernmaterialien von studuVEMINT: Einsatzszenarien im Blended Learning Format in mathematischen Vorkursen
Authors: Fleischmann Yael , Kempen Leander , Mai Tobias , Biehler Rolf
Published: January 2021

In diesem Beitrag berichten wir von der Integration der studiVEMINT-Online-Lernmaterialien in einen Präsenzmathematikvorkurs an der Universität Paderborn im Jahr 2017. Wir beschreiben insatzszenarien für die Einbindung ausgewählter E-Learning Elemente in traditionelle Präsenzlehre und stellen exemplarische Evaluationsergebnisse vor.
Vorstellung einer Aufgabe zu den Zusammenhängen verschiedener Differenzierbarkeitsbegriffe im Mehrdimensionalen
Authors: Lankeit Elisa , Biehler Rolf
Published: January 2021

Im Mehrdimensionalen gibt es verschiedene Differenzierbarkeitsbegriffe, die miteinander in Verbindung stehen, wie zum Beispiel totale Differenzierbarkeit, partielle Differenzierbarkeit und Richtungsableitungen. Zur Verbindung dieser Begriffe untereinander und zur Verknupfung der neuen Begriffe mit dem bekannten Differenzierbarkeitsbegriff im Eindimensionalen wurde eine Aufgabe nach dem Prinzip des Didactic Engineering aus der Theory of Didactical Situations in Mathematics entwickelt und im Rahmen einer Prasenzubung in der Analysis II eingesetzt und die Bearbeitungen der Studierenden analysiert. Hierzu werden ersten Ergebnisse vorgestellt.
Genetische Ideen in der Analysis I
Authors: Oldenburg Reinhard
Published: January 2021

Die seltene Gelegenheit, als Didaktiker eine Analysis-I-Vorlesung halten zu können, hat zu einer moderaten Neukonzeption dieser klassischen Vorlesung geführt, die evolutionär genetischen Ideen mehr Raum gibt, als das traditionell der Fall ist. In diesem Beitrag werden einige dieser Ideen erörtert.
Incorporating Ethnomathematical Research in Classroom Practice – The Case of Geometrical Shapes in Bedouin Traditional Embroidery
Authors: Oouder Fouze Abu , Amit Miriam
Published: January 2021

Ethnomathematics asserts that in addition to the formal mathematics taught in schools, there are other forms of mathematics, which have been taught in different societies and cultures around the world. Research and educational experience has shown that combining ethnomathematics with the formal mathematics curriculum in the classroom can improve students’ academic achievement, since it strengthens their self-image and reinforces their motivation for studying mathematics. We adopted this approach with Bedouin students who are defined as ‘underachievers’ in national mathematics tests. In this paper, we offer an ethnomathematical analysis of Bedouin embroidery samples taken from traditional dresses made by Bedouin women. We then describe how ethnomathematical elements were incorporated in the teaching of mathematics for Bedouin students, and how doing so contributed to their learning.
Providing Synchronous Mathematics Instruction to Distance Students- Workshop
Authors: Adams Nadine , Hayes Clinton
Published: January 2021

In theory technology breaks down boundaries and allows us to more easily connect to our students. But in practice despite all of the technology available mathematics instruction is still best given in a “talk and chalk” format. The use of instructional videos, where the student is able to watch handwritten instruction, has become standard. These are great in that they provide asynchronous instruction and allow the student to learn at a time that suits them. What these videos lack is the interactive component that makes face-toface teaching preferable. To overcome this online lectures are conducted using a combination of Zoom, PDF Annotator and a Tablet PC. Students are provided with an experience much closer to that of face-to-face.
Freedom of Speech
Authors: Bedwell Mike
Published: January 2021

This paper rues the fact that submissions to some academic journals are treated increasingly badly by the publishers, with little succour offered by the editor. The writer gives an example where changes in terminology, spelling and punctuation were introduced after the paper had been accepted by the peer appraisers. This paper also argues for rigid ruling on the graphical presentation of quantitative data, such as the dimensionless labelling of the axes in Cartesian graphs, and the default rule for ordering the nominal variables on a bar-chart.
Connecting Research and Practice – The Case of Multiplicative Thinking
Authors: Siemon Dianne
Published: January 2021

There is very little of any substance that can be achieved in school mathematics, and beyond without the capacity to recognise, represent and reason about relationships between quantities, that is, to think multiplicatively. However, research has consistently found that while most students in the middle years of schooling (i.e., Years 5 to 9) are able to solve simple multiplication and division problems involving small whole numbers, they rely on additive strategies to solve more complex problems involving larger numbers, fractions, decimals, and/or proportion. This paper describes how this situation can be addressed through the use of evidence-based formative assessment tools and teaching advice specifically designed to support the development of multiplicative thinking.
Insights Gained from Implementing Teaching Toolkits: A Case of Activating Prior Knowledge
Authors: Smith Raymond
Published: January 2021

In designing teaching toolkits for teachers the effectiveness of such a resource depends on mutual enactment and engagement by the designer, the teacher and the learners. It is a recursive process and illuminates the tensions between the intended outcomes envisaged by the designer and the realised outcomes in the classroom. In the qualitative research tradition, the exploratory investigation captured in this paper employed a descriptive phenomenological approach. With this orientation, and along the theoretical trajectory led by Todres (2005:107), this study sought to collect detailed descriptive accounts of personal experience. Data were gathered by collecting samples of learners’ work, teacher interviews and classroom observations. This paper draws attention to the practical disjuncture between assessing and activating prior knowledge. Insights acquired may contribute both to the design approach and to teaching practice.
Developing Algorithmic Thinking in Mathematics in the Primary and Junior Secondary Years
Authors: Stephens Max
Published: January 2021

The fourth industrial revolution is already changing what we mean by mathematical reasoning in its different forms, such as algebraic, spatial and geometric, and statistical. Algorithmic thinking is one particular form of mathematical reasoning, emphasizing decomposition (breaking a complex problem down into component sub-problems and sub-tasks), pattern recognition, generalization and abstraction. With a growing global emphasis on using algorithmic thinking in coding and computing programs in schools, it is necessary to examine how algorithmic thinking should be included more explicitly in the teaching and learning of mathematics.
Learning through Self-Assessment towards Understanding the New B.Ed. Curriculum in South Africa: Experiences from the new B.Ed. Programme at Sol Plaatje University
Authors: Thomas Jeffrey
Published: January 2021

The mismatch between instruction and learning could pose a serious barrier to effective teaching and learning. Effective teaching should be a dynamic alignment and realignment of teaching and learning styles to optimise achievement. When teaching and learning styles do not complement each other students may become anxious, frustrated and disengaged which may have negative effects on their performance. The focus of the study is to gather evidence on how students perceive their own learning in order to adapt the teaching approach which will accommodate the students’ preferred way of learning. The main findings in this study showed that students prefer to work independently and that elements of metacognition are present during their efforts to learn. This study therefore suggests that self-assessment activities should become an integral part of the teaching and learning process. Thus, students are afforded the opportunity to advance personal learning through the development of metacognition as self-monitoring and corrective actions. Key words: Self-assessment, metacognition, self-regulated learning
Exploring Computer Science with MicroworldsEX to Learn Geometry and Logo Programming Code
Authors: Walsh Jr. Thomas
Published: January 2021

Future employment of computer-programming jobs will be best for applicants with experience in different languages and coding tools (Bureau of Labor Statistics, 2018). Empirical and meta-analysis research studies support of teaching Logo programming in developing student cognitive problem-solving skills has been documented. Using guided instruction with teacher-mediated scaffolding Exploring Computer Science with MicroworldsEX (Walsh, 2013-2017) has been found as an effective method in preparing students using the Logo code programming language to create geometric graphic, animation, and gaming projects. More research is needed to study teacher scaffolding and mediation skills to support learning Logo coding and transfer to other domains including other programming environments.
Bridging Theory and Practice: a Posthuman Perspective on Mathematics Teacher Education
Authors: Watson Steven
Published: January 2021

This paper considers posthumanism in the context of mathematics teacher professional learning. Posthumanism presents a challenge to Enlightenment rationality and the privileged position and potential capability of the human mind. Posthuman perspectives present knowledge and knowing as an embodied and experiential process. Learning, then, is not simply about the acquisition of knowledge and skills, it is an embodied experience in which the learner acts within an environment and comes to make sense of this experience through a reflective process. As well as presenting a theoretical account of mathematics professional learning and the implications of the posthuman to this field, I illustrate this with my own research in mathematics teachers’ preservice education and the professional development of practising teachers.
Not all Equals are Equal: Decoupling Thinking Processes and Results in Mathematical Assessments
Authors: Woodcock Stephen
Published: January 2021

One of the greatest challenges in mathematics education is in fostering an understanding of what mathematicians would recognise as “mathematical thought.” We seek to encourage students to develop the transferable skills of abstraction, problem generalization and scalability as opposed to simply answering the specific question posed. This difference is perhaps best illustrated by the famous – but likely apocryphal – tale of Gauss’s school days and his approach to summing all positive integers up to and including 100, rather than just summing each sequentially. Especially with the rise of technology-enabled marking and results-focussed tutoring services, the onus is on the educator to develop new types of question which encourage and reward the development of mathematical processes and deprioritise results alone. Some initial work in this area is presented here.
Research into Practice: 29 Years of Classroom Teaching
Authors: Brahier Daniel J.
Published: January 2021

The preparation and professional development of mathematics teachers requires instructors who are not only proficient in their content and pedagogy but can bring successful teaching experiences to the classroom. In this paper, the author shares his experience of 29 years of simultaneously teaching in a K-12 secondary school, while also serving as a university professor who teaches mathematics methods courses. Examples of classroom experiences that enhanced university methods courses are described, as are some of the benefits of teaching in both settings to connect research and practice in mathematics teaching.
Weekly 10-minute-tasks to Promote Students Solving Equations in a Content-oriented Manner
Authors: Zell Simon
Published: January 2021

When solving equations in school, students often rely on routines and do not consider alternative ways of solving. Even basic equations which could be solved quite fast using common sense are regularly solved in a complicated way. To overcome this reliance on routine, a study with 17 classes of grade 10 students was carried out. Weekly 10-minute-tasks, which contained appropriate subtasks to enhance content-oriented solving, were solved by students over the course of one school year. These tasks were designed with the purpose of reducing the dominance of routines and the aim of using insight in the solving of equations.
Innovative Pathways in STEM Teacher Preparation: Bridging the Gap between University Expectations & Secondary School Needs
Authors: Zonnefeld Ryan G. , Zonnefeld Valorie L.
Published: January 2021

Innovative teacher preparation programs for STEM education are essential for meeting the goal of ensuring that secondary school students receive instruction from a certified teacher. This exploratory workshop examines the role that interdisciplinary STEM and mathematics programs can have to increase the number of certified teachers prepared to teach STEM classes from an interdisciplinary approach.
Elementary Preservice Teachers and Questioning Strategies in Mathematics
Authors: Browning Sandra
Published: January 2021

Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason and learn (Baroody & Ginsburg, 1990; Buschman, 2001; Fennema, Franke, Carpenter & Carey, 1993). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if EC-6 preservice teachers can (a) recognize effective questioning strategies when observing inservice teachers and (b) use Hess’s Cognitive Rigor Matrix to analyze the level and effectiveness of their own questioning strategies during field experiences.
Advantages, Challenges and Opportunities in Teaching Statistics in Doctoral Training to a Heterogeneous Group: the Case of FLAMES Summer School
Authors: Cametti Cristina
Published: January 2021

FLAMES is an inter-university doctoral training network in which all Flemish universities of Belgium collaborate. It aims to support young researchers, in need of methodological and statistical insights and skills, by offering them high quality training at basic, intermediate and advanced levels. One of our most successful activities is a yearly two-week summer school which features a range of modules on research design, statistical methodology and data analysis. Each module connects theory with hands-on exercises, focusing on various disciplines and using different software packages. In this paper, we discuss the FLAMES approach in teaching statistics to a heterogeneous group of young researchers from various disciplines with a different background in statistics and methodology. FLAMES’ ‘measuring is knowing’ principle is used to evaluate the content, applicability and educational aspects of the current modules and to receive suggestions for future topics.
Prospective Secondary Mathematics Teachers´ Development of Knowledge of Modelling for Teaching
Authors: Chapman Olive , Babb Paulino Preciado
Published: January 2021

Given the growing attention on modelling in school mathematics curriculum, prospective teachers are likely to need special help to develop a rich sense of mathematical modelling [MM] and effective classroom practices to support students’ development of MM competencies. This paper is based on a study involving the use of inquiry-based activities to engage prospective secondary mathematics teachers [PTs] in developing such knowledge of MM for teaching. Participants were students in a mathematics education course. Data sources included course work and field notes. We report findings related to the inquirybased activities and the learning they afforded in the participants’ understanding of specific components of problem-solving [PS] and MM knowledge for teaching and the relationship between them.
The Mathematical Culture of Ojibwe Students – An Ethnographic Study
Authors: Coggins Porter
Published: January 2021

Human beings have an innate capacity to communicate, count, detect patterns, locate, and create. With these capacities we invent, design, play, and explain. Regardless of academic background, we also have the innate capacity to use mathematics in meaningful ways. However, in spite of this innate capacity, there is a large disconnect between innate function and success in academic mathematics. Our research is based on interviews of 14 Ojibwe-identifying tribal college students. The instrument was constructed based on Bishop’s (1988) set of six universals or activities people have always done. We present the development of the instrument, interview process, and initial findings. Findings include common ethnomathematical threads found among the interviewed students. Our goal is to use this research to improve ourpreK-12 professional education teacher program and positively impact Ojibwe student learning.
Using CAS to Improve Student Understanding of Calculus Concepts
Authors: Collins Ken
Published: January 2021

This session will explore two areas of application of CAS: one focusing on how teachers can improve student learning using CAS, the other focusing on how students can use CAS directly to help them improve their understanding of calculus concepts. We will illustrate the first area by sharing some examples of calculus teaching lessons that use CAS to help students understand or apply a particular concept. We will illustrate the second area by sharing some examples of student explorations that utilize CAS. These allow students to explore some relationships and applications we use in calculus that would be difficult to do otherwise. For example, the Mean Value Theorem (MVT) is one of the most important theorems in calculus. Many first year calculus students have difficulties really understanding or applying the MVT. Using CAS, a student can explore how to apply the MVT to a differentiable function and develop a better understanding of the MVT and its graphical interpretation. This session will focus on first year calculus topics.
Learning (and Learning Teaching) by Doing Problems
Authors: Dick Thomas P. , Pilgrim Mary E.
Published: January 2021

Active learning is often a challenge to find in mathematics classrooms at the post-secondary level. Still, teachers are expected to be experts in studentcentered approaches despite not having experiences with such approaches as students. The aim of this workshop is to introduce participants to a totally problem-based instructional experience, with the opportunity to actively engage in mathematics as students. During the workshop, participants will engage in discourse and reflection - reflection on both mathematics as well as the impact such a problem-based instructional experience could have on their practice.
Family Maths: Experiential Learning
Authors: Dorrington Pam
Published: January 2021

The international Family Maths programme adopts an inquiry teaching and learning approach and it encourages learners, often from diverse backgrounds, to participate fully in the learning process. The programme also aims to develop the vocabulary necessary for meaningful communication in mathematics, develop problem solving skills and increase confidence and enjoyment of mathematics. The programme has proven to be a powerful catalyst in this regard and holds important lessons for both curriculum development and developing positive attitudes towards mathematics teaching and learning. This experiential learning, interactive work-session focuses on primary school mathematics curricula (for pupils approximately 9 – 13 years of age) and aims at giving participating conference delegates an opportunity to engage with and experience some of the hands-on problem solving activities used in the Family Maths programme. Discussion will be encouraged around the relevance of these activities for the teaching and learning of mathematics. Our conference organisers encourage presenters to consider the relationship between research and classroom teaching, and how, and if, these relate to each other in practice. Can the Family Maths philosophy and practice be a catalyst in narrowing the divide between the theory and practice of effective mathematics teaching and learning?
Serious Games in Teaching/learning Mathematics: the Experience of FunGo
Authors: Ferrarello Daniela
Published: January 2021

In this paper we present a general overview of serious games and their educational potential. We focus in particular on serious games for the teaching/learning of mathematics, highlighting how the method of horizontal teaching is effective in enabling students to achieve the learning objectives set by the teacher. FunGo, a serious game designed by the authors (researchers in mathematics education) in synergy with a group of graphic designers and computer scientists, is part of this line of ideas. We will show how FunGo has a multiple usability: it has, in fact, a double didactic use and has been used in public events of dissemination of mathematics, reporting in both cases positive results.
Getting Started Getting Students Modeling: Designing and Facilitating Open-ended Math Modeling Experiences
Authors: Galluzzo Ben , Kavanagh Katie
Published: January 2021

“Modeling” is a term that has several meanings in general, but particularly in mathematics. Here math modeling refers to the process of creating a mathematical representation of a real-world scenario to make a prediction or provide insight. There is a distinction between using a formula that arises from an application (for example, distance equals rate times time) and the actual creation of a mathematical relationship itself that can be useful in an applied setting. In this two part workshop, we demonstrate how to develop authentic math modeling challenge problems that are accessible and relevant to students. In the second part of the workshop we talk about how to facilitate math modeling so that students have an opportunity to be creative and innovative in their modeling process while having ownership over their solution.
A Problem-Solving Approach to the Introduction to Ordinary Differential Equations for Undergraduate Students at an American Two-year College
Authors: Gordon John
Published: January 2021

Undergraduate students in STEM (Science, Technology, Engineering, and Mathematics) at City University of New York (CUNY)-Queensborough Community College (QCC) working toward a baccalaureate degree at one of CUNY’s senior colleges are required to take an introductory course in ordinary differential equations (ODE). Faculty in the Mathematics Department at QCC are experimenting with a problem-solving approach to this course in which students engage in learning course material through the development of mathematical models of real-world problems. The results seem promising and we outline them in this paper. Key-Words: First-order, linear system, integrating factor, homogeneous equation, research-based.
Do Future Mathematics Teachers Need the Course „Integration of Digital Technologies in Teaching Mathematics“, and if so, what exactly can it help them with?
Authors: Gurevich Irina
Published: January 2021

In the current research we analysed our teaching experience in the course “Integration of digital technologies in teaching mathematics”. The students were mathematics student teachers. The main goal of the course was to demonstrate the potential of digital technologies in teaching mathematics and to provide the students with basic skills in the intellectual use of these technologies. During the course the students, after getting acquainted with various mathematical software packages, build and present their own teaching units. We were interested to analyse the students’ attitudes towards the course. A multiple-choice questioner was formulated, and the collected data were analysed. We observed that most of the students found the course being helpful for their future teaching. The obtained results indicated that the described course provided them a didactic model to emulate.
Why the Circle cannot be Squared
Authors: Hansen-Smith Bradford
Published: January 2021

Squaring the circle using compass and straight edge in such a way that both have the same area is not possible. The question is, why not? Math logic assumes there must be an area equal to both. Presumably there is a need to make these very different 2-D shapes equal, possibly to find a geometric proof to an inverse mathematical concept about differences. To “square the circle” gives preference to the square, four straight lines and four 90° angles, over a single line of the circle without angles. Maybe the emphasis more correctly is about the relationship of difference. Logically the truncation process suggests the circle is origin to the square, meaning there can be no polygon equal to the circle. Folding the circle gives a unique perspective about the relationship of circle to square, revealing 90° to be an angle of change, of directional movement between two points before any construction of a fixed angle or measuring of lines and areas.
Patterns of Variation in the Work of „Mathematics in the City Project“: A Suggested Research Question
Authors: Innabi Hanan
Published: January 2021

The framework of this paper is based on the variation theory (VT), which explains the necessary conditions for learning. According to this theory, students have to experience patterns of variation for learning to take place. This paper highlights the patterns of variation that can be found in the work of the “Mathematics in the City” (MitC) project. Some examples are presented, and a research question is proposed related to using VT as a tool to analyze students’ learning in the MitC classrooms.
Going Against the Grain: Critical Thinking in and Beyond Mathematics
Authors: Jackson Colin
Published: January 2021

In the UK, it is almost universal that secondary mathematics is taught in classes organised on the basis of differential ‘ability’: all-attainment teaching is rare. This paper is based on data collected from in-depth interviews with a small number of teachers whose beliefs and practices defy this norm. A number of themes emerged in their teaching, but in this paper I explore, very briefly, how the teachers enacted their belief in the importance of developing their students’ critical thinking skills as well as their mathematics.
The Embodiment of Mathematical Meanings with Special Reference to Multiplication: Issues and Challenges
Authors: Jiew Fui Fong , Chin Kin Eng
Published: January 2021

This paper aims to illustrate how two primary school teachers (Doreen and Edwin – pseudonyms) make sense of mathematics in particular the multiplication of fractions and decimals. The meaning of a particular mathematical expression and symbol could be conveyed through language however a mathematical procedure that is performed for a purpose may be difficult to make sense sometimes. Data were collected through semistructured interviews. Findings revealed that Doreen recognised the meaning of multiplication as the notion “of” in the contexts of fractions. Both of them rote learned the mathematical procedures in the multiplication of fractions and decimals and they could not make sense of them. One of the main reasons for this was because they were not aware of the changes of mathematical meanings across different contexts.
Solving Mathematical Problems in the Context of Some Obstacles between Teachers and Students
Authors: Kania Sylwia
Published: January 2021

Great mathematical discoveries are mostly based on huge knowledge of their explorers and long, solid work leading slowly to the finding. There are also well known cases of the “accidental” discoveries that happened quickly, intense and their founders did not even realize the range of the discovery, because they were working on something else at the time. Nevertheless, each finding requires energy, devotion and concentration of its discoverer. Solving mathematical problems demands quite the same things, thus teachers may find some opportunities to create curious, open-minded young discoverers. It is not an easy job to do though, because there is a great risk of killing pupils’ enthusiasm by teacher’s skepticism, there is a large chance to nip pupils’ energy in the bud by routine operations and there is a huge possibility to discourage pupils’ endeavors by giving them wrong-chosen problems to solve.
Analysis of the Characteristics of Mozambican Primary Mathematics Textbooks compared with Japanese Textbooks focusing on Tasks and Problems related to the Real World
Authors: Kusaka Satoshi
Published: January 2021

This study aims to clarify the pertinent characteristics of Mozambican primary mathematics textbooks from a sociocultural perspective (in comparison to Japanese ones) by focusing on how they treat ‘real-world’ mathematics. The following four perspectives are discussed: (1) Proportion of the tasks related to the real world via the introduction of new learning content (2) Proportion of problem solving exercises related to the real world (3) Categorization of the situation of the tasks and problems related to the real world (4) Appearance of socially open-ended problems and their content. As a result, we found that there are few problems which are related directly to the real world in the Mozambican primary mathematics textbooks. The content of the problems related to the real world are about the tax system and salaries, which means students are given opportunities to view and think mathematically about their social system right from the primary school age.
Students´ Reasoning During a Calculus Two-Stage Exam
Authors: Lemieux Collette , Roettger Eric
Published: January 2021

For a two-stage exam, students first write their exam individually and then repeat it in a small group. This study analyzed the discussions that students had during the group stage of a two-stage exam in a first-year calculus course in order to investigate students’ reasoning and how they arrived at their answers. Data, consisting of 14 transcripts of audio-recordings of the students’ discussions, were analyzed qualitatively, guided by Lithner’s (2007) conceptual framework on mathematical reasoning. The results suggest that, though students primarily used imitative reasoning or rote learning to answer many questions, they also demonstrated creative reasoning by using a novel & plausible approach and grounding their reasoning in mathematics. Further, though the imitative reasoning relied primarily on remembering a theorem or term in calculus, creative reasoning was demonstrated in multiple ways.