Facilitating Students' Geometric Thinking through Van Hiele's Phase Based Lea...Chin Lu Chong
Ā
The aim of this study was to determine the effects of Van Hieleās phases of learning using tangrams on 3rd
grade primary school studentsā levels of geometric thinking at the first (visual) and second (analysis) level.
Facilitating Students' Geometric Thinking through Van Hiele's Phase Based Lea...Chin Lu Chong
Ā
The aim of this study was to determine the effects of Van Hieleās phases of learning using tangrams on 3rd
grade primary school studentsā levels of geometric thinking at the first (visual) and second (analysis) level.
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Director (FAC),
UGC - Human Resource Development Centre
(HRDC)
Bharathidasan University
Khajamalai Campus
Tiruchirappalli - 620 023
E-mail: edutechsenthil@gmail.com
The Mistakes of Algebra made by the Prep-Year Students in Solving Inequalitiesiosrjce
Ā
This paper is based on studentās performances and explores the mistakes done by the
Prepyearstudents taking College Algebra course in Mathematics when finding solutions sets for inequalities .
Purpose of this paper is to examine the prep year students of Jubail IndustrialCollege ,AlJubail who have taken
college algebra course. The prep year studentsresults are very poor in these basic concepts. They are not
successful in solving the problem of inequalities and graphs of the function. The most common mistake done by
the students is that they multiply both sides of the inequality
IOSR Journal of Mathematics(IOSR-JM) is an open access international journal that provides rapid publication (within a month) of articles in all areas of mathemetics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in mathematics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Sample PDF of Power Point without music and animation.
The full file at http://bit.ly/Kk7Ei6 fileās name @amazingPowerPoint.rar (48,341 KB) .
Enjoy #lolojones
Dr. M.THIRUNAVUKKARASU
Research Associate
Department of Education
Bharathidasan University,
Tiruchirappalli - 620 024, Tamil Nadu, India
E-mail: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Director (FAC),
UGC - Human Resource Development Centre
(HRDC)
Bharathidasan University
Khajamalai Campus
Tiruchirappalli - 620 023
E-mail: edutechsenthil@gmail.com
The Mistakes of Algebra made by the Prep-Year Students in Solving Inequalitiesiosrjce
Ā
This paper is based on studentās performances and explores the mistakes done by the
Prepyearstudents taking College Algebra course in Mathematics when finding solutions sets for inequalities .
Purpose of this paper is to examine the prep year students of Jubail IndustrialCollege ,AlJubail who have taken
college algebra course. The prep year studentsresults are very poor in these basic concepts. They are not
successful in solving the problem of inequalities and graphs of the function. The most common mistake done by
the students is that they multiply both sides of the inequality
IOSR Journal of Mathematics(IOSR-JM) is an open access international journal that provides rapid publication (within a month) of articles in all areas of mathemetics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in mathematics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Sample PDF of Power Point without music and animation.
The full file at http://bit.ly/Kk7Ei6 fileās name @amazingPowerPoint.rar (48,341 KB) .
Enjoy #lolojones
COMPUTER-BASED EXPERIMENT OF FREE FALL MOVEMENT TO IMPROVE THE GRAPHICAL LITE...Ellianawati Subali
Ā
The use of computer-based learning learning model improved the graphical literacy capability better than the traditional learning,
which covered ability to identify experimental variables, using the experimental tools, making a graph, formulating mathematical equation, making predictions on the basis of the graph
Rocketry is a unit that has benefitted from multiple iterations over time. It's Project Based Learning at it's finest, integrating all content areas while keeping students engaged at the highest levels.
Improving Communication about Limit Concept in Mathematics through Inquisitio...IOSR Journals
Ā
In this action research study, where the subjects are our undergraduate grade mathematics students,
w e try to investigate the impact of direct āinquisitionā instruction on their communication and achievement.
We will strategically implement the addition of āreplicationā study into each concept of limit over a four-month
time period and thus conclusion can be making for the rest of the Mathemat ics . The students practiced using
inquiry in verbal discussions, review activities, and in mathematical problem explanations. We discovered
that a majority of students improved their overall understanding of mathematical concepts based on an analysis
of the data we collected. We also found that in general, students felt that knowing the definition of
mathematical words are important and that it increased their achievement when they understood the concept as a
whole. In addition, students will be more exact in their communication after receiving inquiry instructions. As
a result of this research, we plan to continue to implement inquisition into daily lessons and keep replication
communication as a focus of the mathematics class
In the discovery with models method identification relationships among students behaviors and characteristics or contextual variables are key applications.
Project Opera (Operation Rational): A Tool In Bridging The Learning GAPS In F...AJHSSR Journal
Ā
ABSTRACT : The study was conducted to determine the Mathematical performance of the students. The
study aimed to evaluate the effect of project opera in the mathematical performance of the students during pretest and post-test performance in fractions. The study employed the quasi -experimental one group-pre-test-posttest research design. The paired t-test was employed to establish the existence of significant difference between
pre-and post-test scores in fractions.
An Intelligent Microworld as an Alternative Way to Learn Algebraic ThinkingCITE
Ā
4 March 2010 (Thursday) | 11:00 - 12:30 | http://citers2010.cite.hku.hk/abstract/4 | Prof. Richard NOSS, Professor of Mathematics Education & Co-director and Director of TLRP-TEL Research Programme, London Knowledge Lab
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Ā
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Ā
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Ā
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
ā¢ The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
ā¢ The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate āany matterā at āany timeā under House Rule X.
ā¢ The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
Ā
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
Ā
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarās dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireās birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireās society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Ā
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Ā
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Hanās Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insiderās LMA Course, this piece examines the courseās effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. RE: IRB Review Proposal
Title: Using Motion Probes to Enhance Studentsā Understanding of Position vs Time
Graphs
Principal Investigator (PI): Jefferson Hartman. My faculty advisor is Dr. Pamela
Redmond. I am currently a science teacher at Martinez Junior High School and graduate
researcher with the goal of conducting a study with my eight grade students in the Fall of
2010.
Abstract
Motion probes and accompanied software allow students to simultaneously
perform a motion and see an accurate position vs time graph produced on a computer
screen. Recent studies note that microcomputer-based laboratory (MBL) experiences are
helping students understand the relationships between physical events and graphs
representing those events (Barclay, 1986; Mokros and Tinker, 1987; Thornton, 1986;
Tinker, 1986). This thesis will utilize Vernier motion probes and a WISE 4.0 project
called Graphing Stories, which will allow students to experience the connection between
a physical event and its graphic representation. Research has revealed both positive
correlation and no correlation between real-time graphing of a physical event and
improved interpreting graph skills as compared to traditional motion graph lessons.
Introduction
Luckily todayās students are somewhat enthusiastic about technology. I can
harness this energy by utilizing the technology of WISE 4.0 and the Vernier motion
probe in order to test if a microcomputer-based laboratory (MBL) approach will increase
student understanding of position vs time graphs. I am responsible for teaching
approximately 160 eighth grade students force and motion. Web-based Inquiry Science
Environment (WISE) is the common variable in a partnership between Martinez Junior
2. High School and UC Berkeley. UC Berkeley has provided software, Vernier probes,
Mac computers and support with WISE 4.0. This unique opportunity to coordinate with
researchers from UC Berkeley is one reason I chose this project. The other reason is to
prove to myself and others that Graphing Stories is valuable learning tool. Graphing
Stories embeds this MBL approach without making it the soul purpose of the project.
Students are immersed in a virtual camping trip that involves encountering a bear on a
hiking trip. Graphing Stories seamlessly supports the Vernier motion probe and software
allowing students to physically walk and simultaneous graph the approximate motion of
the hike. An added bonus is that students can instantly share their graph with other
students who are working on the project at the same time.
My thesis will test the hypothesis that students will have a better understanding of
graphing concepts after working with Vernier motion probes Graphing Stories and than
the students who work without the motion probes. Both groups will take a pretest and a
post test. I will statistically compare the difference in the results between the pre and
post tests of the same group and the difference in results between the post tests of each
group. The data collection potion of the project will take approximately 7 school days to
complete.
A graph depicting a physical event allows a glimpse of trends which cannot be
easily recognized in a table of the same data (Beicher 1994). After teaching science to
eighth graders for several years most teachers will notice that many students consistently
have trouble with graphing, specifically line graphs. Most students understand the
concept of the x and y axis and plotting points, but do not make sense of what the line
they created actually means. Students struggle with graphs for several reasons. The first
3. reason is insufficient exposure to graphing type tasks throughout their earlier education.
The California State Science Standards require that 8th
grade students understand slope.
This is a mathematics standard that should be included before students reach 8th
grade. In
fact, students are not taught slope until they take Algebra. Some students take Algebra in
8th
grade and many never take it at all. The second reason is that students are not ready to
interpret graphs until they are taught slope. Students often lack the understanding of the
vocabulary needed to describe the meaning of a graph. Terms like direct relationship,
inverse relationship, horizontal and vertical all seem to be straightforward words, but
continue to be absent from studentsā repertoire. A person who creates and interprets
graphs frequently will become comfortable using the appropriate descriptive terminology.
A student with little experience graphing must put forth significant effort in simply
translating the vocabulary. The last reason students struggle with graphing is that they
are not accustomed to thinking in an abstract way. The most important cognitive changes
during early adolescence relate to the increasing ability of children to think abstractly,
consider the hypothetical as well as the real, consider multiple dimensions of a problem
at the same time, and reflect on themselves and on complicated problems (Keating 1990).
Eight grade students are 12-13 years old; they have not necessarily developed this
thinking process. Interpreting graphs requires the observer to look at a pattern of marks
and make generalizations. Again Algebra is the first time many students are required to
think in this manner.
Computer-supported learning environments make it easier for students to propose
their own research focus, produce their own data, and continue their inquiry as new
questions arise, thus replicating scientific inquiry more realistically (Kubieck 2005).
4. WISE 4.0 Graphing Stories is a computer-supported learning environment that works
with a motion probe. Students produce there own data by moving in front of the device.
This data is simultaneously represented in a graphic format. Students will be asked to
replicate the motion by changing the scale of their movements. Along with producing a
graph of their motion they are also asked to match their motion to a given graph. Some
of these graphs are impossible to create, which in turn promotes direct inquiry. The goal
of Graphing Stories is to teach students how to interpret graphs utilizing an inquiry-based
strategy in computer-supported environment.
Study Design
This study will collect quantitative data. The data collected will be analyzed with
a descriptive statistics, specifically the t- test. The null hypothesis states that there is no
correlation between students using the motion probes and a better understanding of
position vs time graphs as compared to students not using the motion probes. There will
be two samples composed of approximately 70 students; one group will work through
Graphing Stories utilizing the motion probes and the other group will not utilize motion
probes. Both groups of students will take a pre test composed of position vs time
graphing and general graphing questions. Using the mean score and standard deviation
from each group the t-test will test for a significant difference in scores. Hopefully the
pre test will show no significant difference as it is ideal to start with two groups having
equal experience and knowledge of motion graphs. After the groups have worked
through Graphing Stories the post test composed of nearly the same questions will be
given. Again a simple t-test will be used to find any differences in the mean score of
each group. In this case it is hoped that the scores will be significantly difference so the
5. null hypothesis can be rejected. The four classes of eight grade students can not be
randomized because of scheduling issues. It is assumed that all classes have the same
knowledge of motion graphs. All students in those four classes will be included in the
study provided I can get assent. The study will take place in the PIās classroom (D108) at
Martinez Junior High School. A separate data collection person or a person to score the
pre and post tests can not be hired. Therefore, those tasks must be performed by the PI.
This is not the ideal situation, but necessary for the study to be successful. In order to
protect confidentiality, studentsā names will not be connected to the test score. The only
information collected beside actual test answers will be the studentās period.
This research study provides minimum risk and blends perfectly with the class
curriculum. Although there is no remuneration for the participants, it is assumed that
students will be rewarded with knowledge growth. Consent will be obtained by using a
form called the Student Assent to Participate in Research/Parent Permission.
Only the PI will have access to the data and it will be collected and contained in
room D108. After the data has been collected and analyzed, the PI will allow the non
motion probe students to explore with motion probes so that their knowledge base is not
compromised.
References
Barclay, W.L. (1986). Graphing misconceptions and possible remedies using
microcomputer-based labs. Paper presented at the Seventh National Educational
Computing Conference, San Diego, CA June, 1986.
Beichner, R. J. (1994). Testing student interpretation of kinematics graphs. American
Journal of Physics, 62, 750-762.
6. Keating, D.P. (1990) Adolescent thinking. In S.S. Feldman and G.R. Elliott (Eds.), At
the threshold: The developing adolescent.( pp. 54ā89). Cambridge, MA: Harvard
University Press.
Kubicek, J. (2005). "Inquiry-based learning, the nature of science, and computer
technology: New possibilities in science education." Canadian Journal of
Learning and Technology. 31.
Mokros, J. and Tinker, R. (1987). The impact of microcomputer-based labs on childrenās
ability to interpret graphs. Journal of Research in Science Teaching, 24, 369-383.
Thornton, R. (1986). Tools for scientific thinking: microcomputer-based laboratories for
the naive science learner. Paper presented at the Seventh National Educational
Computing Conference, San Diego, CA June, 1986.
Tinker, R. (1986). Modeling and MBL: software tools for science. Paper presented at the
Seventh National Educational Computing Conference, San Diego, CA June, 1986.
7. College of Education
Touro University
RE: Student Assent to Participate in Research/Parent Permission
Principal Investigator (PI): Jefferson Hartman
Phone: 925-313-0480 Ext. 1408
Project Title: Using Motion Probes to Enhance Studentsā Understanding of Position vs
Time Graphs
Dear Student and Parent:
I am a graduate researcher in the Department of Education at Touro University. I am also
your childās science teacher at Martinez Junior High School. As part of my graduate
studies, you are invited to participate in a study which as its main purpose will analyze if
studentās use of motion probes will increase their understanding of motion graphs.
If you choose to participate in this research study, I will use the scores you earn on a pre
and post test (consisting of about 10 questions regarding position vs time graphs and
other graphing concepts). For purposes of the research, student names and any other
identifiers will not be connected to the scores. This will allow the PI to report the
information in statistical analysis with no direct connection to specific students. The
information will be confidential and only accessible by the PI.
Your decision to participate is totally voluntary. Participation in the research study will
not interfere with your course grade and presents minimal risk. It is hoped that the
research will reveal an effective technique for teaching students to understand motion
graphs. You may choose to withdraw from the study at any time without penalty.
If you have any questions about the research study please contact Jefferson Hartman at
the above phone number or by email at jehartman@martinez.k12.ca.us before signing
this from. If you have any concerns about your treatment as a human subject, you may
also contact the Office for Protection of Human Subjects
at___________________________________________
I AGREE DO NOT AGREE (circle one) to participate in this research study
Participantās Name (please print) ______________________________
Participantās Signature ______________________________________Date: __________
Parent/Guardian Signature ___________________________________Date:__________