M. El-Demerdash and U. Kortenkamp, “The effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity,” in Proc. 9th International Conference on Technology in Mathematics Teaching - ICTMT9, Metz, France, 2009, pp.1-5.
The Effectiveness of an Enrichment Program Using Dynamic Geometry Software in...Mohamed El-Demerdash
M. El-Demerdash and U. Kortenkamp, “The effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity,” in Proc. 9th International Conference on Technology in Mathematics Teaching - ICTMT9, Metz, France, 2009, pp.1-5.
Suggested Enrichment Program Using Cinderella (DGS) in Developing Geometric C...Mohamed El-Demerdash
The document describes a suggested enrichment program that uses dynamic geometry software to develop geometric creativity in mathematically gifted high school students. It includes four types of enrichment activities: problem solving, redefinition, construction, and problem posing. It also describes a geometric creativity test to assess students' creativity before and after the program. The test measures fluency, flexibility, originality, and elaboration. It was validated by experts and pilots found it reliably measures creativity with high validity. The suitable time for the test is 100 minutes.
The document is a certificate of completion awarded to Jordan Brod for successfully completing a 50-hour continuing education program in Introduction to GIS Using QGIS. The course provided an introduction to fundamentals of geospatial technology including GIS, cartography, remote sensing and spatial analysis through lectures and hands-on exercises using QGIS software. The course learning outcomes involved describing GIS concepts, demonstrating proficiency in QGIS functions, and demonstrating awareness of remote sensing, spatial analysis, map creation and spatial data acquisition.
Studies in application of Augmented Reality in E Learning - Design Project 3Mannu Amrit
1. The document describes a study on applying augmented reality in e-learning courses for solid state chemistry.
2. It outlines the objectives, methodology, and timeline of developing an augmented reality-based prototype and conducting a comparative study between the AR solution and conventional e-learning methods.
3. The project aims to explore how augmented reality can potentially revolutionize chemistry education by making 3D visualizations more interactive and engaging for learners.
Studies in application of Augmented Reality in E-Learning CoursesHimanshu Bansal
The document summarizes a study on applying augmented reality to e-learning courses in solid state chemistry. The project aims to develop an augmented reality-based e-learning solution for teaching a section of solid state chemistry and conduct a comparative study of its effectiveness versus conventional e-learning methods. The solution will be tested on chemistry students and evaluate user satisfaction, engagement, and understanding of the course material. The project timeline, deliverables, and references are provided.
This document provides a comprehensive review and synthesis of organizational perspectives found in the industrial symbiosis literature. The authors analyzed 121 relevant articles and organized the main themes into a framework considering antecedents, consequences, lubricants, and limiters of industrial symbiosis at the institutional, network, organizational, and individual levels of analysis. The framework highlights what organizational theories have been used in the literature so far and identifies opportunities for future research, such as extending theories of networks and integrating macro and micro perspectives. Lubricants such as intermediaries, trust, knowledge sharing, and social ties were most discussed, while limiters were often only briefly referenced. This review provides insight into the social factors influencing industrial symbiosis collaborations.
This document discusses and provides information on various accessories including iPad cases, clutches, satchels, duffel bags, and silk wool scarves. It includes descriptions of the products with letters and provides contact information at the bottom for the company that sells these items.
The Effectiveness of an Enrichment Program Using Dynamic Geometry Software in...Mohamed El-Demerdash
M. El-Demerdash and U. Kortenkamp, “The effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity,” in Proc. 9th International Conference on Technology in Mathematics Teaching - ICTMT9, Metz, France, 2009, pp.1-5.
Suggested Enrichment Program Using Cinderella (DGS) in Developing Geometric C...Mohamed El-Demerdash
The document describes a suggested enrichment program that uses dynamic geometry software to develop geometric creativity in mathematically gifted high school students. It includes four types of enrichment activities: problem solving, redefinition, construction, and problem posing. It also describes a geometric creativity test to assess students' creativity before and after the program. The test measures fluency, flexibility, originality, and elaboration. It was validated by experts and pilots found it reliably measures creativity with high validity. The suitable time for the test is 100 minutes.
The document is a certificate of completion awarded to Jordan Brod for successfully completing a 50-hour continuing education program in Introduction to GIS Using QGIS. The course provided an introduction to fundamentals of geospatial technology including GIS, cartography, remote sensing and spatial analysis through lectures and hands-on exercises using QGIS software. The course learning outcomes involved describing GIS concepts, demonstrating proficiency in QGIS functions, and demonstrating awareness of remote sensing, spatial analysis, map creation and spatial data acquisition.
Studies in application of Augmented Reality in E Learning - Design Project 3Mannu Amrit
1. The document describes a study on applying augmented reality in e-learning courses for solid state chemistry.
2. It outlines the objectives, methodology, and timeline of developing an augmented reality-based prototype and conducting a comparative study between the AR solution and conventional e-learning methods.
3. The project aims to explore how augmented reality can potentially revolutionize chemistry education by making 3D visualizations more interactive and engaging for learners.
Studies in application of Augmented Reality in E-Learning CoursesHimanshu Bansal
The document summarizes a study on applying augmented reality to e-learning courses in solid state chemistry. The project aims to develop an augmented reality-based e-learning solution for teaching a section of solid state chemistry and conduct a comparative study of its effectiveness versus conventional e-learning methods. The solution will be tested on chemistry students and evaluate user satisfaction, engagement, and understanding of the course material. The project timeline, deliverables, and references are provided.
This document provides a comprehensive review and synthesis of organizational perspectives found in the industrial symbiosis literature. The authors analyzed 121 relevant articles and organized the main themes into a framework considering antecedents, consequences, lubricants, and limiters of industrial symbiosis at the institutional, network, organizational, and individual levels of analysis. The framework highlights what organizational theories have been used in the literature so far and identifies opportunities for future research, such as extending theories of networks and integrating macro and micro perspectives. Lubricants such as intermediaries, trust, knowledge sharing, and social ties were most discussed, while limiters were often only briefly referenced. This review provides insight into the social factors influencing industrial symbiosis collaborations.
This document discusses and provides information on various accessories including iPad cases, clutches, satchels, duffel bags, and silk wool scarves. It includes descriptions of the products with letters and provides contact information at the bottom for the company that sells these items.
This transcript shows that Pawan Ojha passed the Certified Secure Computer User v1 exam on September 29, 2014 with a score of 82. The transcript can be verified online at https://aspen.eccouncil.org/verify.aspx and is signed by Sanjay Bavisi, President of EC-Council.
Este documento presenta un resumen de las secciones de un libro para niños sobre héroes. Incluye secciones como la comprensión de lectura, expresión oral y escrita, juegos con el lenguaje como adivinanzas, y el estudio de aspectos lingüísticos como el vocabulario, ortografía, gramática y repaso de unidades anteriores.
Collaborative Design of Educational Digital Resources for Promoting Creative ...Mohamed El-Demerdash
J. Trgalova, M. El-Demerdash, O. Labs, J. F. Nicaud. Collaborative Design of Educational Digital Resources for Promoting Creative Mathematical Thinking. 13th International Congress on Mathematical Education, 24-31 July, 2016, Hamburg - Germany.
In this paper, we present our experience, while working in the MC Squared project, with the design of educational digital resources aiming at promoting creative mathematical thinking. The resources are produced within an innovative socio-technological environment called " c-book technology " (c for creative) by a community gathering together mathematics teachers, computer scientists and researchers in mathematics education. In this paper, we highlight processes of collaborative design of the " Experimental geometry " c-book resource and we discuss the design choices resulting in the resource affordances to promote creativity in mathematics in terms of personalized non-linear path, constructivist approach, autonomous learning, and meta-cognition based activities, among others.
Инструменты Digital-маркетинга для экспортёров. Аналитика.E-promo
Совместный бизнес-завтрак Google и E-Promo — это мероприятие для тех, кто хочет быть в курсе всех ключевых особенностей продвижения на международном рынке. Бизнес-завтрак состоялся 18 октября в формате демонстрации кейсов и дискуссий. Поговорим о возможностях инструментов диджитал-маркетинга для анализа внешних рынков и экономических перспектив, увеличения узнаваемости товаров и роста числа заказов.
Suggested Enrichment Program Using Cinderella (DGS) in Developing Geometric C...Mohamed El-Demerdash
The document proposes an enrichment program to develop geometric creativity in mathematically gifted high school students using dynamic geometry software. The program aims to have students construct dynamic figures in many ways, come up with construction and problem solving methods, make conjectures and generate proofs. It would include student handouts, a teacher guide, and activities involving problem solving, redefining problems, geometric constructions, and problem posing. The activities are designed following principles of developing creativity and addressing math standards.
The effectiveness of an enrichment program using dynamic geometry software in...Mohamed El-Demerdash
This document is a dissertation submitted to the University of Education Schwäbisch Gmünd for the degree of Doctor of Philosophy in Mathematics Education. The dissertation investigates the effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity in high schools.
The study identifies principles for developing an enrichment program in Euclidean geometry using dynamic geometry software. An enrichment program is developed based on these principles and tested with 7 mathematically gifted students over 12 weekly sessions using the interactive geometry software Cinderella. Pre- and post-tests using a geometric creativity test developed by the researcher are administered to measure the effectiveness of the program.
The results indicate statistically significant improvements in students' geometric creativity and
Data mining approach to predict academic performance of studentsBOHRInternationalJou1
Powerful data mining techniques are available in a variety of educational fields. Educational research is
advancing rapidly due to the vast amount of student data that can be used to create insightful patterns
related to student learning. Educational data mining is a tool that helps universities assess and identify student
performance. Well-known classification techniques have been widely used to determine student success in
data mining. A decisive and growing exploration area in educational data mining (EDM) is predicting student
academic performance. This area uses data mining and automaton learning approaches to extract data from
education repositories. According to relevant research, there are several academic performance prediction
methods aimed at improving administrative and teaching staff in academic institutions. In the put-forwarded
approach, the collected data set is preprocessed to ensure data quality and labeled student education data
is used to apply ANN classifiers, support vector classifiers, random forests, and DT Compute and train a
classifier. The achievement of the four classifications is measured by accuracy value, receiver operating curve
(ROC), F1 score, and confusion matrix scored by each model. Finally, we found that the top three algorithmic
models had an accuracy of 86–95%, an F1 score of 85–95%, and an average area under ROC curve of
OVA of 98–99.6%
The document outlines a mixed methods evaluation design for a project enhancing student support and 4IR readiness at Unisa. It describes 7 activities to be implemented from 2021-2023 including developing learning programs, analytics capabilities, MOOCs, a student support app, and digital learning objects. Both quantitative and qualitative data will be collected sequentially to assess effectiveness, with quantitative data expanded upon by qualitative findings. Overall the evaluation aims to provide evidence of effectiveness and acknowledge the broader system context.
The document outlines the organization of chapters in a thesis on the development of Computer Aided Instructional Software for Mathetics Problem Solving (CAISMPS) in mathematics. It discusses 6 chapters that will cover the introduction and objectives, literature review, research design and methodology, details of the software, interpretation of results, and summary/findings/recommendations. The software is intended to help teach mathematics using a mathetics problem solving approach with computer-aided instruction and multimedia elements. The objectives are to develop the CAISMPS software, evaluate its usability/flexibility, assess its impact on learning outcomes, and gauge learner acceptance.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
Development of a multidisciplinary assignment - a first year engineering pilo...LearningandTeaching
Multidisciplinary teaching is a contemporary education strategy implemented by various tertiary institutions to stimulate students’ critical thinking, develop inter-disciplinary understanding, and enhance students’ problem solving skills. In this presentation, Dr Saad Odeh and Dr Muhammad Qureshi summarise the steps taken, as well as findings from a pilot study that investigated the development and implementation of a combined assignment from two first year units in the Engineering curriculum: “Foundation Mathematics” and “Introduction to Programming”.
The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.
National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University (TNTEU), Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021
The paradigm shift from traditional learning to digital learning in mathematics Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organized by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
COMPUTER-BASED EXPERIMENT OF FREE FALL MOVEMENT TO IMPROVE THE GRAPHICAL LITE...Ellianawati Subali
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
Enhancing students' learning through blended learning for engineering mathema...Dann Mallet
Presentation given by Iwona Czaplinski and Dann Mallet at the 2014 Australian Conference on Science and Mathematics Education. We discuss a project looking to enhance students' learning through the use of a connected, blended learning environment.
A meta analysis-of_the_effects_of_computer_technology_on_school_students’_mathCathy Cavanaugh
This study analyzed 85 independent research studies involving over 36,000 K-12 students to determine the impact of computer technology on mathematics learning. The meta-analysis found statistically significant positive effects, with computer technology promoting greater mathematics achievement for elementary students compared to secondary students. Special needs students also benefited more than general education students. Studies employing constructivist teaching approaches in conjunction with computer technology reported larger effects than those using traditional teaching. The analysis identified several technology, implementation, and learner characteristics that influence mathematics achievement outcomes.
Perception of Students and Teachers Towards Computer Aided Instructional Mate...IJSRED
The document discusses a study that examined the perceptions of students and teachers towards computer-aided instructional materials and their impact on learning outcomes. The study utilized a descriptive survey design with questionnaires administered to 120 respondents, including 80 students and 50 teachers. The results showed that both students and teachers generally held positive perceptions of computer-aided instructional materials. Students perceived that regular access and use of such materials improved their performance and made learning more engaging. Teachers saw benefits but also faced challenges in employing computer-aided instruction, such as inadequate resources. Overall, the study concluded that computer-aided instructional materials can improve learning outcomes when properly utilized.
Matthew Taylor completed an internship where he used computer simulation to model a Mathematics Support Centre and measure its efficiency. He found that increasing tutors from 3 to 4 improved queuing times but increased average time in the system. Providing separate support for statistics or other topics also showed benefits. The simulations are available online and could help universities evaluate their centres. Ollie Bond created an online resource collating over 200 mathematics resources for first year students and implemented a wiki for student contributions. Both students felt their projects provided valuable experiences in mathematical research.
This transcript shows that Pawan Ojha passed the Certified Secure Computer User v1 exam on September 29, 2014 with a score of 82. The transcript can be verified online at https://aspen.eccouncil.org/verify.aspx and is signed by Sanjay Bavisi, President of EC-Council.
Este documento presenta un resumen de las secciones de un libro para niños sobre héroes. Incluye secciones como la comprensión de lectura, expresión oral y escrita, juegos con el lenguaje como adivinanzas, y el estudio de aspectos lingüísticos como el vocabulario, ortografía, gramática y repaso de unidades anteriores.
Collaborative Design of Educational Digital Resources for Promoting Creative ...Mohamed El-Demerdash
J. Trgalova, M. El-Demerdash, O. Labs, J. F. Nicaud. Collaborative Design of Educational Digital Resources for Promoting Creative Mathematical Thinking. 13th International Congress on Mathematical Education, 24-31 July, 2016, Hamburg - Germany.
In this paper, we present our experience, while working in the MC Squared project, with the design of educational digital resources aiming at promoting creative mathematical thinking. The resources are produced within an innovative socio-technological environment called " c-book technology " (c for creative) by a community gathering together mathematics teachers, computer scientists and researchers in mathematics education. In this paper, we highlight processes of collaborative design of the " Experimental geometry " c-book resource and we discuss the design choices resulting in the resource affordances to promote creativity in mathematics in terms of personalized non-linear path, constructivist approach, autonomous learning, and meta-cognition based activities, among others.
Инструменты Digital-маркетинга для экспортёров. Аналитика.E-promo
Совместный бизнес-завтрак Google и E-Promo — это мероприятие для тех, кто хочет быть в курсе всех ключевых особенностей продвижения на международном рынке. Бизнес-завтрак состоялся 18 октября в формате демонстрации кейсов и дискуссий. Поговорим о возможностях инструментов диджитал-маркетинга для анализа внешних рынков и экономических перспектив, увеличения узнаваемости товаров и роста числа заказов.
Инструменты Digital-маркетинга для экспортёров. Аналитика.
Similar to The effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity
Suggested Enrichment Program Using Cinderella (DGS) in Developing Geometric C...Mohamed El-Demerdash
The document proposes an enrichment program to develop geometric creativity in mathematically gifted high school students using dynamic geometry software. The program aims to have students construct dynamic figures in many ways, come up with construction and problem solving methods, make conjectures and generate proofs. It would include student handouts, a teacher guide, and activities involving problem solving, redefining problems, geometric constructions, and problem posing. The activities are designed following principles of developing creativity and addressing math standards.
The effectiveness of an enrichment program using dynamic geometry software in...Mohamed El-Demerdash
This document is a dissertation submitted to the University of Education Schwäbisch Gmünd for the degree of Doctor of Philosophy in Mathematics Education. The dissertation investigates the effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity in high schools.
The study identifies principles for developing an enrichment program in Euclidean geometry using dynamic geometry software. An enrichment program is developed based on these principles and tested with 7 mathematically gifted students over 12 weekly sessions using the interactive geometry software Cinderella. Pre- and post-tests using a geometric creativity test developed by the researcher are administered to measure the effectiveness of the program.
The results indicate statistically significant improvements in students' geometric creativity and
Data mining approach to predict academic performance of studentsBOHRInternationalJou1
Powerful data mining techniques are available in a variety of educational fields. Educational research is
advancing rapidly due to the vast amount of student data that can be used to create insightful patterns
related to student learning. Educational data mining is a tool that helps universities assess and identify student
performance. Well-known classification techniques have been widely used to determine student success in
data mining. A decisive and growing exploration area in educational data mining (EDM) is predicting student
academic performance. This area uses data mining and automaton learning approaches to extract data from
education repositories. According to relevant research, there are several academic performance prediction
methods aimed at improving administrative and teaching staff in academic institutions. In the put-forwarded
approach, the collected data set is preprocessed to ensure data quality and labeled student education data
is used to apply ANN classifiers, support vector classifiers, random forests, and DT Compute and train a
classifier. The achievement of the four classifications is measured by accuracy value, receiver operating curve
(ROC), F1 score, and confusion matrix scored by each model. Finally, we found that the top three algorithmic
models had an accuracy of 86–95%, an F1 score of 85–95%, and an average area under ROC curve of
OVA of 98–99.6%
The document outlines a mixed methods evaluation design for a project enhancing student support and 4IR readiness at Unisa. It describes 7 activities to be implemented from 2021-2023 including developing learning programs, analytics capabilities, MOOCs, a student support app, and digital learning objects. Both quantitative and qualitative data will be collected sequentially to assess effectiveness, with quantitative data expanded upon by qualitative findings. Overall the evaluation aims to provide evidence of effectiveness and acknowledge the broader system context.
The document outlines the organization of chapters in a thesis on the development of Computer Aided Instructional Software for Mathetics Problem Solving (CAISMPS) in mathematics. It discusses 6 chapters that will cover the introduction and objectives, literature review, research design and methodology, details of the software, interpretation of results, and summary/findings/recommendations. The software is intended to help teach mathematics using a mathetics problem solving approach with computer-aided instruction and multimedia elements. The objectives are to develop the CAISMPS software, evaluate its usability/flexibility, assess its impact on learning outcomes, and gauge learner acceptance.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
Development of a multidisciplinary assignment - a first year engineering pilo...LearningandTeaching
Multidisciplinary teaching is a contemporary education strategy implemented by various tertiary institutions to stimulate students’ critical thinking, develop inter-disciplinary understanding, and enhance students’ problem solving skills. In this presentation, Dr Saad Odeh and Dr Muhammad Qureshi summarise the steps taken, as well as findings from a pilot study that investigated the development and implementation of a combined assignment from two first year units in the Engineering curriculum: “Foundation Mathematics” and “Introduction to Programming”.
The suggested assignment aimed to help students understand the link between these two disciplines. Case studies from the mechanical and civil engineering industry were selected to develop the pilot assignments. The mathematical rules applied in this assignment were introduced in brief in the assignment information sheet to give students guidelines to carry out further online research. The preliminary statistical results show improvement in students’ multi-disciplinary knowledge in the different units and enhancement in their industrial experience.
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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
Enhancing students' learning through blended learning for engineering mathema...Dann Mallet
Presentation given by Iwona Czaplinski and Dann Mallet at the 2014 Australian Conference on Science and Mathematics Education. We discuss a project looking to enhance students' learning through the use of a connected, blended learning environment.
A meta analysis-of_the_effects_of_computer_technology_on_school_students’_mathCathy Cavanaugh
This study analyzed 85 independent research studies involving over 36,000 K-12 students to determine the impact of computer technology on mathematics learning. The meta-analysis found statistically significant positive effects, with computer technology promoting greater mathematics achievement for elementary students compared to secondary students. Special needs students also benefited more than general education students. Studies employing constructivist teaching approaches in conjunction with computer technology reported larger effects than those using traditional teaching. The analysis identified several technology, implementation, and learner characteristics that influence mathematics achievement outcomes.
Perception of Students and Teachers Towards Computer Aided Instructional Mate...IJSRED
The document discusses a study that examined the perceptions of students and teachers towards computer-aided instructional materials and their impact on learning outcomes. The study utilized a descriptive survey design with questionnaires administered to 120 respondents, including 80 students and 50 teachers. The results showed that both students and teachers generally held positive perceptions of computer-aided instructional materials. Students perceived that regular access and use of such materials improved their performance and made learning more engaging. Teachers saw benefits but also faced challenges in employing computer-aided instruction, such as inadequate resources. Overall, the study concluded that computer-aided instructional materials can improve learning outcomes when properly utilized.
Matthew Taylor completed an internship where he used computer simulation to model a Mathematics Support Centre and measure its efficiency. He found that increasing tutors from 3 to 4 improved queuing times but increased average time in the system. Providing separate support for statistics or other topics also showed benefits. The simulations are available online and could help universities evaluate their centres. Ollie Bond created an online resource collating over 200 mathematics resources for first year students and implemented a wiki for student contributions. Both students felt their projects provided valuable experiences in mathematical research.
The impacts of a technology-integrated formative assessment technique on
students' conceptual and procedural knowledge in studying chemical
equilibrium are studied in this study. To attain the purpose, a quasiexperimental
pretest-posttest strategy nested with a
qualitative study method was
adopted. The study has three groups: two experimental and one
comparative. A random sample strategy was utilized to select two intact
classes for treatment and one intact class for comparison groups. Data was
collected using the chemical equilibrium conceptual test, the procedural test,
and classroom observation. The data was examined using descriptive (mean
and standard deviation) and inferential statistics (one-way ANOVA, oneway
MANOVA,
and
Pearson
product
moment
correlation).
According
to
the
findings, technology-integrated
formative assessment processes
outperformed traditional techniques and formative assessment strategies
alone in enhancing students' conceptual and practical understanding of
chemical equilibrium. Similarly, when technology-integrated formative
assessment processes are used, classroom observations show that students
have a strong motivation to learn and that the instructor is more skilled than
the other two teachers. Technology-integrated formative assessment
processes were shown to be more effective than the other two groups in
promoting students' conceptual and procedural understanding when learning
chemical equilibrium.
Analysing Probability Teaching Practices In Primary Education What Tasks Do ...Jeff Nelson
This study analyzed probability tasks proposed by primary school teachers in Chile to promote probabilistic literacy. Researchers observed and analyzed 8 probability lessons taught at different grade levels. They found that the probability tasks focused mainly on technical knowledge and applying formulas mechanically without meaning. There was little use of technological resources, physical materials, or varied contexts. Most tasks involved solving decontextualized exercises. The researchers concluded it is necessary for probability teaching to include more diverse resources and contexts to help students develop a deeper understanding of probability concepts and representations beyond just procedures and formulas.
4. Statistical Thinking In A Technological EnvironmentRenee Lewis
The document discusses a statistics curriculum developed for junior high school students in Israel that incorporates technology. It aims to make statistics learning more meaningful by having students actively solve problems using real data. The curriculum includes both structured activities where students investigate open-ended problems through the statistical investigation process, as well as open-ended research projects done in small groups. Technology allows students to more easily collect, analyze, and visualize large real-world data sets when investigating problems.
Similar to The effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity (20)
Workshop Presentation - Exploring and Making Online Creative Digital Maths Bo...Mohamed El-Demerdash
This presentation outlines the designing and developing a digital resources called "Experimental Geometry" c-book unit. These resources are developed within the framework of MC Squared project.
Conference Presentation - Collaborative Design of Educational Digital Resourc...Mohamed El-Demerdash
J. Trgalova, M. El-Demerdash, O. Labs, J. F. Nicaud. Collaborative Design of Educational Digital Resources for Promoting Creative Mathematical Thinking. 13th International Congress on Mathematical Education, 24-31 July, 2016, Hamburg - Germany.
In this paper, we present our experience, while working in the MC Squared project, with the design of educational digital resources aiming at promoting creative mathematical thinking. The resources are produced within an innovative socio-technological environment called " c-book technology " (c for creative) by a community gathering together mathematics teachers, computer scientists and researchers in mathematics education. In this paper, we highlight processes of collaborative design of the " Experimental geometry " c-book resource and we discuss the design choices resulting in the resource affordances to promote creativity in mathematics in terms of personalized non-linear path, constructivist approach, autonomous learning, and meta-cognition based activities, among others.
Kinesthetic Promotion of Function Graph Recognition at University LevelMohamed El-Demerdash
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MetaMath and MathGeAr Projects: Students' Perceptions of Mathematics in Engin...Mohamed El-Demerdash
This research aims at studying engineering students’ perceptions of their mathematics courses. We present the methodology of data collection, the main themes that the questionnaire investigates and the results. The population on which we base this study are partners in two Tempus projects, MetaMath in Russia and MathGeAr in Georgia and Armenia.
Pedro Lealdino Filho, Christian Mercat, Mohamed El-Demerdash. MetaMath and MathGeAr Projects: Students’ perceptions of mathematics in engineering courses. In E. Nardi, C. Winsløw & T. Hausberger (Eds.), Proceedings of the First Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2016, 31 March-2 April 2016), (pp. 527-528). Montpellier, France: University of Montpellier.
The role of DGS in developing mathematically gifted students' geometric creat...Mohamed El-Demerdash
Mohamed El-Demerdash dissertation disputation on May 6, 2010 at University of Education, Schwäbisch Gmünd, Baden-Württemberg, Germany. (For proper display please view the file on full screen mode)
معايير التربية على المواطنة الرقمية وتطبيقاتها في المناهج الدراسيةMohamed El-Demerdash
صبحي شعبان شرف، ومحمد السيد أحمد الدمرداش. (٢٠١٤). معايير التربية على المواطنة الرقمية وتطبيقاتها في المناهج الدراسية. المؤتمر الدولي السادس لضمان جودة التعليم، أنماط التعليم ومعاييرالرقابة على الجودة فيها، مسقط، سلطنة عمان، ١٠-١١ ديسمبر ٢٠١٤، ص ص ١٢٩-١٤٧.
فاعلية وحدة مقترحة في الرياضيات البيولوجية في تنمية مهارات الفهم العميق لدى ط...Mohamed El-Demerdash
مرفت حامد محمد هاني، ومحمد السيد أحمد الدمرداش. (٢٠١٥). فاعلية وحدة مقترحة في الرياضيات البيولوجية في تنمية مهارات الفهم العميق لدى طلاب المرحلة الثانوية. مجلة التربية العلمية، المجلد (١٨)، العدد (٥).
MetaMath and MathGeAr Projects: Students' Perceptions of Mathematics in Engin...Mohamed El-Demerdash
This research aims at studying engineering students’ perceptions of their mathematics courses. We present the methodology of data collection, the main themes that the questionnaire investigates and the results. The population on which we base this study are partners in two Tempus projects, MetaMath in Russia and MathGeAr in Georgia and Armenia.
Pedro Lealdino Filho, Christian Mercat, Mohamed El-Demerdash. MetaMath and MathGeAr Projects: Students’ perceptions of mathematics in engineering courses. In E. Nardi, C. Winsløw & T. Hausberger (Eds.), Proceedings of the First Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2016, 31 March-2 April 2016), (pp. 527-528). Montpellier, France: University of Montpellier.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Leveraging Generative AI to Drive Nonprofit Innovation
The effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity
1. 2009. In Bardini,, C. Fortin, P. Oldknow, A. & Vagost D. (Eds.). Proceedings of the 9th
International Conference
on Technology in Mathematics Teaching, pp. XXX. Metz, France: ICTMT 9 1- 1
THE EFFECTIVENESS OF AN ENRICHMENT PROGRAM
USING DYNAMIC GEOMETRY SOFTWARE IN DEVELOPING
MATHEMATICALLY GIFTED STUDENTS’ GEOMETRIC
CREATIVITY
Mohamed El-Demerdash, Ulrich Kortenkamp
Institute of Mathematics and Computer Science, University of Education Schwäbisch
Gmünd and University of Education Karlsruhe
The research work presented in this paper was guided by three goals: First, to
identify the principles of preparing an enrichment program in Euclidean geometry
using Dynamic Geometry Software to develop the mathematically gifted students’
geometric creativity in high schools, second, to develop an enrichment program
based on the identified principles, and third, to investigate its effectiveness by testing
it with high school students. The enrichment program was administered to 7
mathematically gifted students in 12 weekly 90-minute sessions. Results of a pre-post
measurements revealed the effectiveness of the program in developing the subjects’
geometric creativity as a whole ability and its four sub-components (fluency,
flexibility, originality, and elaboration).
INTRODUCTION
The development of creativity and innovation among the gifted students has become
a major topic discussed in many international conferences. Consequently, many
educational programs were developed to provide the gifted with various experiences
in order to promote their creative potential (e.g. Cho et al., 2004, and Mohamed,
2003). In this concern, two main approaches appear. Some researchers see that
creativity can be learned and developed directly using specific programs that teach
creativity skills and its operations regardless the subject matters, while others assert
that teaching creativity should be associated to the subject matters and it should be a
part of the corresponding lesson plans that teachers prepare (Jerwan, 2002, p. 38).
With respect to mathematics as a subject matter, there has been a growing interest in
using mathematical content to develop creativity and as a result new terminologies
about creativity appear, such as mathematical creativity, which refers to the creativity
in the field of mathematics. Also, recent studies used geometric content to develop
the creative potential among students (e.g. El-Rayashy & Ibrahim Al-Baz Mohamed
2000, Ibrahim Al-Baz Mohamed 1999, Mohamed, 2003, Weth, 1998).
In the context of the growing concern of developing creativity in the field of
mathematics, a new trend appears that calls for using technology would help
promoting creativity. For addressing this call, many studies conducted adopting the
integrated learning environment with technology in order to develop creativity, for
2. El-Demerdash & Kortenkamp
1- 2 ICTMT 9 - 2009
instance using Computer Algebra Systems (CAS) and Dynamic Geometry Software
(DGS) (e.g. Kakihana, et al., 2008 and Wurnig, 2008).
We sought to address the increasing need for qualified programs and curricula in the
field of mathematics for mathematically gifted students by developing an enrichment
program in Euclidean geometry using DGS and investigate its effectiveness in
promoting the mathematically gifted students’ geometric creativity. The suggested
enrichment program could be considered a forward step towards designing and using
precisely tested programs for mathematically gifted students.
This research work is a part of larger experimental study that aims at developing an
enrichment program using DGS and deciding on its effectiveness in enhancing the
mathematically gifted students’ geometric creativity in high schools (El-Demerdash,
in preparation). More specifically, the research work was guided by three goals: First,
to identify the principles of preparing an enrichment program in Euclidean geometry
using DGS to develop the mathematically gifted students’ geometric creativity in
high schools, second, to develop the enrichment program based on the identified
principles, and third, to investigate the effectiveness of this program by testing it with
high school students.
PRINCIPLES OF DEVELOPING THE ENRICHMENT PROGRAM
We identified the principles for developing an enrichment program as follows: (1) the
activities should provide the students with opportunities to explore some
mathematical ideas using the DGS in a creative fashion, (2) the activities should
provide the students with opportunities to reinvent mathematical ideas through both
exploration and the refining of earlier ideas, (3) teaching the instructional activities
should follow van Hiele phases of learning geometric concepts: Information, guided
orientation, explication, free orientation, and integration, (4) the activities should
correspond to the students’ skills, since they should experience success in order to
stay motivated, (5) the enrichment activities should challenge students’ thinking,
enhance students’ achievements, and develop students’ geometric creativity, (6) the
instructional activities should be designed to be effective in revealing geometric
creativity and showing the differences between students in terms of their geometric
creativity and their responses.
THE SUGGESTED ENRICHMENT PROGRAM
Based on these principles and using the interactive geometry software Cinderella
(Richter-Gebert & Kortenkamp, 2006) as DGS, an enrichment program was
developed1
. The program includes three interrelated portions: student’s handouts, a
teacher guide, and a CD-ROM, which cover 12 enrichment activities. All of them are
1
More details and all materials are available http://cinderella.de/material/gct/
3. El-Demerdash & Kortenkamp
ICTMT 9 - 2009 1- 3
open-ended and divergent-production geometric situations and problems that require
many various and different responses.
There are 15 handouts prepared to guide the student throughout the suggested
enrichment program. The student’s handouts are prepared in both English and
German. The teacher’s guide is designed to make the teacher’s work and progress
along the program’s sessions easier and more effective. The guide does not restrict
the teacher’s work, but is flexible enough for any creative additions. The
accompanying CD-ROM contains all dynamic configurations prepared for the
program as construction files and also as web pages, together with an index that gives
easy access to all activities and examples.
THE GEOMETRIC CREATIVITY TEST
Since the purpose of the study was to develop the geometric creativity of the
mathematically gifted students using the suggested enrichment program, we had to
design an instrument, a geometric creativity test, to assess the geometric creativity of
the mathematically gifted students before and after administering the enrichment
program. In designing the geometric creativity test, we used a 6-step process: (1)
Specification of the aim of the test, (2) Specification of the components that the test
measures, (3) Creation of a preliminary form of the test, (4) Set-up a grading method
for the test, (5) Content validity check and (6) Test-piloting. More details about the
geometric creativity test and its designing process are available at:
http://cinderella.de/material/gkt/.
PROCEDURES OF THE EXPERIMENTAL STUDY
We tested the material with a group of 7 mathematically gifted students in
Landesgymnasium für Hochbegabte (LGH), a public high school for highly gifted
and talented students in Schwäbisch Gmünd, Baden-Württemberg, Germany. The
students came from 11th
(5), 10th
(1) and 9th
(1) grade, two of them were male, five
female.
In the study, we used a one-group pretest–intervention–posttest pre-experimental
design. In this context the GCT was administered to students as a pretest at the
beginning of the study, then the suggested enrichment program was introduced to
them in 12 weekly 90-minutes sessions during the first semester of the academic year
2008/09. The students retook the GCT as a posttest at the end of the study.
RESULTS AND CONCLUSION
In order to analyze the subjects’ responses, we used a specific grading method to
calculate the geometric creativity scores for each subject before and after the
intervention.
The statistical significance of the difference between the mean ranks of the scores in
the pre-test and the post-test was checked using both the “Sign Test” and the
“Wilcoxon Signed Ranks Test”. Cohen’s effect size indicator d was used to decide on
4. El-Demerdash & Kortenkamp
1- 4 ICTMT 9 - 2009
the effectiveness of the suggested enrichment program. The results indicated there are
statistically significant differences between the mean ranks of the subjects’ scores on
the pre-post measurements of the geometric creativity test and its subscales in favor
of the post measurement. The results also revealed that the suggested enrichment
program was significantly effective in developing the geometric creativity as a whole
ability and its four sub-components (fluency, flexibility, originality, and elaboration).
The results of the study suggest – being consistent with prior studies (Kakihana, et
al., 2008 and Wurnig, 2008) – that the prepared enrichment program using DGS has a
positive impact on the mathematically gifted students’ geometric creativity. The
positive impact can be traced back to the content of the suggested enrichment
program and its open-ended and divergent-production geometric situations and
problems. Also, the positive impact can be attributed to the use of DGS along the
program’s sessions that provide the subjects with many opportunities not only to
explore, experiment and make mathematical conjectures, but also to solve problems,
and pose related problems.
However, the study requires replication and improvements before any firm
conclusions can be made. One of the biggest improvements would be to have more
subjects that the results become more generalized and meaningful. Also, for one thing
pertaining the experimental design, further studies are needed to investigate the
effectiveness of the suggested enrichment program using both quasi-experimental
and true experimental designs.
Other avenues for research may focus on students’ affective and emotional domains
(e.g. self confidence, attitudes, and achievement motivation, among others), and
might as well include an analysis of gender-related individual differences.
References
Cho, H., Han, H., Jin, M., Kim, H., & Song, M. (2004). Designing a micoworld: Activities
and programs for gifted students and enhancing mathematical creativity. Proceeding of
the 10th
conference of the International Congress on Mathematics Education, TSG 4:
Activities and Programs for Gifted Students, pp. 110-118, Copenhagen, Denmark.
El-Demerdash, M. (in preparation). The effectiveness of an enrichment program using
dynamic geometry software in developing mathematically gifted students’ geometric
creativity in high schools. Doctoral dissertation, University of Education Schwäbisch
Gmünd, Germany.
El-Rayashy, H. A. M. & Ibrahim Al-Baz Mohamed, A. (2000). A proposed strategy on
group mastery learning approach in developing geometric creativity and reducing
problem solving anxiety among preparatory stage students. Journal of Mathematics
Education in Faculty of Education - Benha, Zagazig University, 3, 65-207.
Ibrahim Al-Baz Mohamed, A. (1999). The relative effectiveness of a proposed strategy for
teaching solid geometry and the De Bono strategy in developing geometric creativity
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and creative perceptions in secondary stage. In: A. Rogerson (Ed.) Proceeding of the
International conference on mathematics education into the 21st century, Vol. 1, pp.
315-316, Cairo, Egypt.
Kakihana, k., Fukuda, C. & Watanabe, S. (2008). Stimulating students’ creativity in an
integrated learning environment with technology. Proceeding of The 11th
International
Congress on Mathematical Education, DG 9, pp. 314-322. Monterrey, Mexico.
Mohamed, A. I. Z. (2003). Enrichment program in geometry for creative thinking
development for talented students, in mathematics in the preparatory stage. Master
thesis, Tanta University, Egypt.
Jerwan, F. (2002). Thinking education: Concepts and applications. Oman, Jordon: Dar Al-
Fikr.
Richter-Gebert, J. & Kortenkamp, U. (2006). The Interactive Geometry Software
Cinderella, Version 2.0. Online at http://cinderella.de
Weth, T. (1998). Kreative Zugänge zum Kurvenbegriff. Mathematikunterricht, 44 (4-5), 38-
60
Wurnig, O. (2008). Some problem solving examples of multiple solutions using CAS and
DGS. Proceeding of The 11th International Congress on Mathematical Education, DG
9, pp. 358-367. Monterrey, Mexico.