This study examined errors made by children learning the three counting principles of stable order, one-to-one correspondence, and cardinality. The researchers analyzed video recordings of 100 children playing a counting game where they were asked to count out a given number of items. The children's responses were coded based on the three counting principles. The results showed that stable order was mastered before one-to-one correspondence and cardinality. Subset knowers were more likely to make errors corresponding to the principles they had not yet mastered. The researchers proposed additional analyses and questions to further understand children's learning of counting.
Mensaje de David Ogilvy a los trabajadores de Ogilvy&Mather el 7/9/1982.
Artículo completo en:
http://sharingideas-josecavd.blogspot.com.es/2013/01/si-no-te-entienden-no-has-escrito-bien.html
PETER DRUCKER. ETERNO LEGADO DEL MANAGEMENT / By @jacintollorcaJacinto Llorca
Un breve repaso a algunas de las ideas más trascendentes de Peter Drucker, padre del management tal como lo conocemos en la actualidad.
Por Jacinto Llorca @jacintollorca
www.jacintollorca.com
Las 8 prácticas que cumplen todos los ejecutivos eficaces según Peter Drucker.
Artículo completo en:
http://sharingideas-josecavd.blogspot.com.es/2014/04/peter-drucker-las-8-practicas-del.html
Practical techniques for special educators to use in their math classrooms. The most recent developments in math assessments from SBAC will also be shared. (Presented by Dr. Julie Jones, USC Upstate. - uploaded here with permission from Dr. Jones).
Do boys or girls have a larger growth spurt between the grades o.docxjacksnathalie
Do boys or girls have a larger growth spurt between the grades of two and six?
By Nerlande Monfort
CMATH 6114
Comparative Study
The Plan
Ask a Question: Do boys or girls have a larger growth spurt between the grades of two and six?
Observational Unit: The boys and girls
Variable: Heights at grades 2 and 6
Collect Appropriate Data:
Since school is closed. I will be collecting data from students at our local Elementary and Middle School. The information is housed in the nurse’s office and is accessible through her. I will take the student information which is in alphabetical order and choose every third student until I gather heights for 20 girls and 20 boys. There are a total of 100 sixth graders in the school to choose from.
Analyze the Data: My data will be organized by grade and by gender. I will use a double line plot for boys and a separate double line plot for girls. I will find the mean of each plot to determine who had the larger growth spurt over those two grades.
Interpret the Results:
My expectations are to find that at this level girls will have the larger growth spurt. I am basing this simply on past observations. Boys seem to have their growth spurt in Middle school. Possible biases may include convenience sampling since my data is only being taken from one school. I may also have a measurement bias since these student’s heights were taken by hand and then copied onto a medical card. This information was then put into the computer.
ABSTRACT
In the study, the design applied to get the data will be simple random sampling without replacement.
The data will be analyzed and conclusions made by comparison of the students total heights in their genders at the two different grades.
Background
The previous research on this topic have reported the general growth but failed to count on the ages between these two grades. The applications of the previous research reports have shown reliance and believe in the general growth pattern of growth in young school going children though they have not specified on these two ages to explain whether it’s a just a believe that girls grow faster between these grades or its true from practical research findings.
Design of the research and data collection techniques
To ensure the collection of high-quality data, the data will be obtained from the identified population to get reliable and make conclusions. There will be a proper way of designing the sampling strategy used to ensure that potential boys and girls are picked who will be drawn from a representative sample of the intended population.
Design of the research and data collection techniques cont…
The samples will be obtained in a scientifically rigorous manner to ensure the findings will be generalizable to the intended population. The analysis of the data will not be homogenously because the selected survey compares two different grades and in different genders significantly.
Design of the research and data collect ...
Tutorial on qualitative approaches to learning analytics given by Rebecca Ferguson of The Open University UK at the Learning Analytics Summer Institute (LASI) run by the Society for Learning Analytics Research (SoLAR) at the University of British Columbia (UBC) in Vancouver, Canada, on 17 June 2019
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
Mensaje de David Ogilvy a los trabajadores de Ogilvy&Mather el 7/9/1982.
Artículo completo en:
http://sharingideas-josecavd.blogspot.com.es/2013/01/si-no-te-entienden-no-has-escrito-bien.html
PETER DRUCKER. ETERNO LEGADO DEL MANAGEMENT / By @jacintollorcaJacinto Llorca
Un breve repaso a algunas de las ideas más trascendentes de Peter Drucker, padre del management tal como lo conocemos en la actualidad.
Por Jacinto Llorca @jacintollorca
www.jacintollorca.com
Las 8 prácticas que cumplen todos los ejecutivos eficaces según Peter Drucker.
Artículo completo en:
http://sharingideas-josecavd.blogspot.com.es/2014/04/peter-drucker-las-8-practicas-del.html
Practical techniques for special educators to use in their math classrooms. The most recent developments in math assessments from SBAC will also be shared. (Presented by Dr. Julie Jones, USC Upstate. - uploaded here with permission from Dr. Jones).
Do boys or girls have a larger growth spurt between the grades o.docxjacksnathalie
Do boys or girls have a larger growth spurt between the grades of two and six?
By Nerlande Monfort
CMATH 6114
Comparative Study
The Plan
Ask a Question: Do boys or girls have a larger growth spurt between the grades of two and six?
Observational Unit: The boys and girls
Variable: Heights at grades 2 and 6
Collect Appropriate Data:
Since school is closed. I will be collecting data from students at our local Elementary and Middle School. The information is housed in the nurse’s office and is accessible through her. I will take the student information which is in alphabetical order and choose every third student until I gather heights for 20 girls and 20 boys. There are a total of 100 sixth graders in the school to choose from.
Analyze the Data: My data will be organized by grade and by gender. I will use a double line plot for boys and a separate double line plot for girls. I will find the mean of each plot to determine who had the larger growth spurt over those two grades.
Interpret the Results:
My expectations are to find that at this level girls will have the larger growth spurt. I am basing this simply on past observations. Boys seem to have their growth spurt in Middle school. Possible biases may include convenience sampling since my data is only being taken from one school. I may also have a measurement bias since these student’s heights were taken by hand and then copied onto a medical card. This information was then put into the computer.
ABSTRACT
In the study, the design applied to get the data will be simple random sampling without replacement.
The data will be analyzed and conclusions made by comparison of the students total heights in their genders at the two different grades.
Background
The previous research on this topic have reported the general growth but failed to count on the ages between these two grades. The applications of the previous research reports have shown reliance and believe in the general growth pattern of growth in young school going children though they have not specified on these two ages to explain whether it’s a just a believe that girls grow faster between these grades or its true from practical research findings.
Design of the research and data collection techniques
To ensure the collection of high-quality data, the data will be obtained from the identified population to get reliable and make conclusions. There will be a proper way of designing the sampling strategy used to ensure that potential boys and girls are picked who will be drawn from a representative sample of the intended population.
Design of the research and data collection techniques cont…
The samples will be obtained in a scientifically rigorous manner to ensure the findings will be generalizable to the intended population. The analysis of the data will not be homogenously because the selected survey compares two different grades and in different genders significantly.
Design of the research and data collect ...
Tutorial on qualitative approaches to learning analytics given by Rebecca Ferguson of The Open University UK at the Learning Analytics Summer Institute (LASI) run by the Society for Learning Analytics Research (SoLAR) at the University of British Columbia (UBC) in Vancouver, Canada, on 17 June 2019
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
Help-seeking in an online maths environment: A sequence analysis of log filesChristian Bokhove
In online mathematics environments feedback is often provided to help students make progress. However, the extent to which students make use of such feedback, so-called ‘help-seeking’, depends on numerous instructional variables, including the design of the online platform and individual student characteristics. Furthermore, student behaviour in such platforms are not independent events: the order in which tasks are completed matters, and we therefore have to study sequences of such events. This study used student data from UK students in grades 3 to 5 with at least 100 lesson records in the academic year ’18-’19 (N=1,799), totalling 1,048,575 records between December 2010 and January 2019, from an online mathematics platform. Sequence analysis was applied to the data to uncover patterns of help-seeking. The results showed that help, task difficulty and precision interact, demonstrating the usefulness of learning analytical approaches like sequence analysis.
May, 2011
Staff spent the first hour in school groups discussing their reading and writing assessment data, then the remainder of the day as a group, focused on Reading Next, AFL and literacy strategies across the grades and curriculum.
Evaluating an Instructional Sequence with Interactive Simulations (ISIS)David Geelan
A novel sequence for teaching students physics concepts and inquiry skills was developed and evaluated. It was found to enhance students' conceptual understanding, confidence in their understanding and skills in inquiry learning
2. Previous Studies
• Less focus on Errors kids make
• Classic Give-N study
o Significant association between age and knower-level
• Debate on the concept of kids knowing how to “count” but not really
know the concept of number
o Say the last word in a different tone
o Significance of last word
3. Brief Literature Review
• Wynn (1992)
o Longitudinal study shows that very early on, children know that the
counting words each refer to a distinct, unique numerosity, although they
do not know yet to which numerosity each word refers. Despite this
knowledge, it takes children a long time to learn how the counting system
represents numerosity.
• Sarnecka, B. W., & Carey, S. (2008)
o Compared CP to Subset knowers, this study shows
• Many children answer the question “how many” with the last
word used in counting, despite not understanding how
counting works
• Only children who have mastered the CP principle, or are
short of doing so, understand that adding means moving
forward, whereas subtracting means going backward
• Only CP-knowers understand that adding exactly 1 to a set
means moving forward exactly 1 word in the list, whereas
subset-knowers do not understand the unit of change.
4. Why study errors?
• Errors can tell us what children understand about
counting
o Counting as an important tool for acquiring the concept of
number
More specifically
• What kinds of mistakes?
• More descriptive and quantitative
• We studied errors that correspond with
the 3 counting principles
5. Coding
• Dual Coders (Mary & Harry)
• Reliability Coding (Three coders)
• The original coding was then converted into a binary system
for analysis
Methods
Give-N (NOCO)
• A simple counting game, Give-N, was used for the
previous study, NOCO and filmed.
• Give-N involves asking children to have an X number of
fish go swimming, then asking them to count to check
6. More Background
• Old NOCO videos
• Three Counting Principles– Stable Order, One to One, Cardinal
Principle (=Last word; Gelman and Gallistel, 1978)
Examples
• SO: 137_NOCO_AV (03:12)
• ONEONE:77_NOCO_KV (06:28)
• CP: 134_NOCO_AL (03:00)
7. Description of the Sample
• 100 kids (F=63, M=37) between 34.8 month-
and 52.5-month old from NPS or other
preschools
• Other demographic info was not included,
but a majority speak English as their primary
language
10. Question: What is the developmental
trajectory of the three counting principles?
Hypotheses
(1)If a child is a CP knower, then they should answer Give-
N questions correctly (= not making any counting
errors);
(2)If a child is a subset knower, they will likely demonstrate
some combination of these mistakes.
12. An issue with the previous analysis:
The number of trials was not controlled for, so children
with higher knower levels had completed more trials and
(e.g., 3-knowers had more trials than 1-knowers so it’s more likely for
them to have a higher ‘proportion correct’)
● One solution is to create a normalizing variable →
N + 1 vs. numbers that children know (e.g., N and
N-1; N=knower level)
13. Here is an analysis using the normalizing variable N for
knower level to control for number of trials (subset-knowers only)
14. • SO: correct 88.74% of the time
• ONEONE: correct 63.82% of the time
• CP: correct 44.00% of the time
Result on N + 1
15.
16. Discussion
• Stable Order appears to be learned first
• 4k and CP knowers less accurate on 1-1 than on
the cardinal principle (last word)
→ CP knowers have more to learn?
• Some of the Experimenters pointed or corrected
children when counting
17. More questions to ask
• Subset-knowers grabbed the right number, but counted wrong
(e.g., grabbed two for two, but counted four, said two). What
does this mean? Why don’t children take this contradictory
information in learning about counting?
• What if you provide them with feedback? Especially children
who understand last-word.