title: Students' perspectives on the nature of mathematics

authors: Young-Loveridge, Jennifer

subjects: mathematics

abstract: This paper reports on one small component of a much larger study that explored the perspectives of students towards mathematics learning. Students were asked “What do you think maths is all about?” Some students responded in terms of mathematical content. Others commented on learning in general, or on problem-solving in particular. Some students talked about the usefulness of mathematics for everyday life. An overwhelming number of students answered the question by talking about the importance of mathematics for the future.

text: Students' perspectives on the nature of mathematics This paper reports on one small component of a much larger study that explored the perspectives of students towards mathematics learning. Students were asked “What do you think maths is all about?” Some students responded in terms of mathematical content. Others commented on learning in general, or on problem-solving in particular. Some students talked about the usefulness of mathematics for everyday life. An overwhelming number of students answered the question by talking about the importance of mathematics for the future.

year: 2006

title: The Effectiveness of Precision Teaching when Working with Children with Attention Deficit Hyperactivity Disorder

authors: George, Veronica Anne

subjects: Attention Deficit Hyperactivity Disorder

abstract: A two-dyad multiple baseline design was used to determine if Precision Teaching (PT) was effective in improving the target skills of sight word recognition for two boys aged six and eight (Group A) and multiplication for a 12-year old boy and a 10-year old girl (Group B). The participants were all diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and attended the Kauri Centre. SAFMEDS (Say All Fast Minute Each Day Shuffled) cards containing words or sums were used. Correct and incorrect responses were recorded on a Standard Celeration Chart. Group A also read from a reader, recalled facts about books previously read to them, and copied a passage of writing, while Group B answered sums on multiplication, division, and word problem worksheets. These measures were used to see if PT in a target skill had any effect on other classroom activities. Furthermore, aggressive behaviour, off-task behaviour, and responses to instructions were observed to determine if any changes occurred following the implementation of PT. The arrival of a new teacher, however, confounded these results. PT is a very effective method for teaching target skills to ADHD children, however there is limited application of this skill to other classroom activities and no new behaviours emerged as a result of the PT process. Future research could look at teaching this population other skills using PT and/or using PT to help other children experiencing reading or maths difficulties.

text: The Effectiveness of Precision Teaching when Working with Children with Attention Deficit Hyperactivity Disorder A two-dyad multiple baseline design was used to determine if Precision Teaching (PT) was effective in improving the target skills of sight word recognition for two boys aged six and eight (Group A) and multiplication for a 12-year old boy and a 10-year old girl (Group B). The participants were all diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and attended the Kauri Centre. SAFMEDS (Say All Fast Minute Each Day Shuffled) cards containing words or sums were used. Correct and incorrect responses were recorded on a Standard Celeration Chart. Group A also read from a reader, recalled facts about books previously read to them, and copied a passage of writing, while Group B answered sums on multiplication, division, and word problem worksheets. These measures were used to see if PT in a target skill had any effect on other classroom activities. Furthermore, aggressive behaviour, off-task behaviour, and responses to instructions were observed to determine if any changes occurred following the implementation of PT. The arrival of a new teacher, however, confounded these results. PT is a very effective method for teaching target skills to ADHD children, however there is limited application of this skill to other classroom activities and no new behaviours emerged as a result of the PT process. Future research could look at teaching this population other skills using PT and/or using PT to help other children experiencing reading or maths difficulties.

year: 2010

title: Language, mātauranga Māori . . . and technology?

authors: Selby, Mereana

subjects: Māori language

abstract: In this paper, I report on a research project involving the creation of an e-learning environment for the teaching and learning of an aspect of te reo Māori, that is the preparation of mihi. It was found that learning in the context of an e-learning environment in which anonymity was assured, learners could learn in their own spaces and at their own pace and there was no pressure to perform in front of peers and tutors had the potential to reduce the potentially negative effects of whakamā.

text: Language, mātauranga Māori . . . and technology? In this paper, I report on a research project involving the creation of an e-learning environment for the teaching and learning of an aspect of te reo Māori, that is the preparation of mihi. It was found that learning in the context of an e-learning environment in which anonymity was assured, learners could learn in their own spaces and at their own pace and there was no pressure to perform in front of peers and tutors had the potential to reduce the potentially negative effects of whakamā.

year: 2006-09