Spelling suggestions: "subject:"conceptslearning"" "subject:"context:learning""
41 |
The origins of a professional mathematics education program at Teachers College /Donoghue, Eileen Frances. January 1987 (has links)
Thesis (Ed. D.)--Teachers College, Columbia University, 1987. / Typescript; issued also on microfilm. Sponsor: J. Philip Smith. Dissertation Committee: Bruce R. Vogeli. Bibliography: leaves 289-304.
|
42 |
Building concept images : supercalculators and students' use of multiple representations in calculus /Hart, Dianne K. January 1991 (has links)
Thesis (Ph. D.)--Oregon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 292-297). Also available on the World Wide Web.
|
43 |
Linking procedural and conceptual understanding of decimals through research based instruction /Schmid, Gail Raymond. January 1999 (has links)
Thesis (M.S.)--Central Connecticut State University, 1999. / Thesis advisor: Dr. Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematics]." Includes bibliographical references (leaves 74-75).
|
44 |
Analysis of the psychometric properties of two different concept-map assessment tasks /Plummer, Kenneth James, January 2008 (has links) (PDF)
Thesis (Ph. D.)--Brigham Young University. Dept. of Instructional Psychology and Technology, 2008. / Includes bibliographical references (leaves 139-146).
|
45 |
The development and validation of science learning inventory (SLI) a conceptual change framework /Seyedmonir, Mehdi. January 2000 (has links)
Thesis (Ed. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xii, 203 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 127-142).
|
46 |
Sensory-motor and verbal foundations of concept acquisition: a study in early childhood.Nelson, Gordon Kenneth, January 1973 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
|
47 |
The effects of negative instances and focusing on conjunctive concept learning /Stout, David Lee January 1982 (has links)
No description available.
|
48 |
Implicit learning : number rules and invariant featuresCock, Josephine Judy January 1996 (has links)
No description available.
|
49 |
The role of pictures in first grade children's perception of mathematical relationshipsUnknown Date (has links)
"This study investigated whether there is a relationship between first grade children's ability to tell a story about a dynamic picture or a sequence of three dynamic pictures and their ability to describe the picture(s) by a number sequence. The artistic variables characterizing the pictures were controlled so as to provide information concerning which types of illustrations best facilitated interpretation of the pictures and perception of mathematical relationships. An 8 x 2 design allowed analysis of the effects of the form of the drawing, the number of pictures, and the response condition. Ninety-six first grade children were individually tested using an instrument designed by the investigator. Statistical analysis revealed that neither drawing style nor the number of pictures had a significant effect on either the level of assimilation within the stories, the perception of motion, or the number sentence responses. Analysis of the response condition revealed a significant difference favoring the force condition on number sentence responses. Also, initially viewing and interpreting sequences provided a learning experience to significantly effect the interpretation of single pictures"--Abstract. / Typescript. / "August, 1976." / "Submitted to the Area of Instructional Design and Personnel Development, Program of Mathematics Education, in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: Eugene D. Nichols, Professor Directing Dissertation. / Vita. / Includes bibliographical references (leaves 162-172).
|
50 |
Methods college students use to solve probability problems and the factors that support or impede their successBamberger, Mary E. 06 June 2002 (has links)
The purpose of this descriptive case study analysis was to provide portraits of the
methods college students used to solve probability problems and the factors that
supported or impeded their success prior to and after two-week instruction on probability.
Fourteen-question Pre- and Post-Instructional Task-Based Questionnaires provided
verbal data of nine participants enrolled in a college finite mathematics course while
solving problems containing simple, compound, independent, and dependent probabilistic
events.
Overall, the general method modeled by the more successful students consisted of
the student reading the entire problem, including the question; breaking down the
problem into sections, analyzing each section separately; using the context of the
question to reason a solution; and checking the final answer. However, this ideal method
was not always successful. While some less successful students tried to use this approach
when solving their problems, their inability to work with percents and fractions, to
organize and analyze data within their own representation (Venn diagram, tree diagram,
table, or formula), and to relate the process of solving word problems to the context of the
problem hindered their success solving the problem. In addition, the more successful
student exhibited the discipline to attend the class, to try their homework problems
throughout the section on probability, and to seek outside help when they did not
understand a problem.
However, students did try alternate unsuccessful methods when attempting to
solve probability problems. While one student provided answers to the problems based
on his personal experience with the situation, other students sought key words within the
problem to prompt them to use a correct representation or formula, without evidence of
the student trying to interpret the problem. While most students recognized dependent
events, they encountered difficulty stating the probability of a dependent event due to
their weakness in basic counting principles to find the size of the sample space. For those
students who had not encountered probability problems before the first questionnaire,
some students were able to make connections between probability and percent. Finally,
other inexperienced students encountered difficulty interpreting the terminology
associated with the problems, solving the problem based on their own interpretations. / Graduation date: 2003
|
Page generated in 0.0776 seconds