Bakgrund och syfte: Matematik är ett ämne som skapar lust och är stimulerande för vissa människor medan det för andra är ångestladdat, svårt och meningslöst (Skolverket, 2002). Decimaltal kan för vissa elever skapa problem (Mange, 1962). Syftet med studien är att ta reda på hur sex elever i skolår 6 utifrån en matematiklektion om beräkning av decimaltal, ser på sitt eget lärande och lektionsupplägget. Samt att ta reda på om eleverna själva ser sin egen förståelse utifrån lektionsinnehållet. Metod: Vi utgick från en kvalitativ tradition med en fenomenologisk ansats. För att få fram data till analysen utgick vi från tekniken stimulated recall. Det innebar att vi filmade en matematiklektion och där inspelningen sedan var utgångspunkten vid intervjuerna, som genomförs med sex utvalda elever. Vid intervjuerna fick eleverna se på filminspelningen och utifrån inspelningen fick eleverna kommentera vad de tänkte under den dokumenterade lektionen. När vi analyserade datan utgick vi från ett metakognitivt perspektiv. Resultat: Vi såg att eleverna kunde uttrycka vad de hade lärt sig och de berättade även vad som i lektionsupplägget underlättade eller hindrade deras lärande. Överlag tyckte eleverna att lärarens genomgång var för noggrann och för lätt. Eleverna menade att de redan innan lektionen kunde det som läraren skulle gå igenom, men vi kunde se brister i elevernas konceptuella kunskap av decimaltal. Diskussion: Elevernas konceptuella brister hindrade inte eleverna från att klara för- och eftertestet. Vi kunde inte urskilja om läraren var medveten om elevernas brister, dock tror vi oss veta att eleverna inte var medvetna om sina brister. Vi tror att läraren skulle kunna utmana sina elever genom att lägga störst vikt på den konceptuella kunskapen, istället för den procedurella kunskapen. / Background and purpose: Mathematics is a subject that creates desire and are stimulating for some people while for others it is difficult and pointless (Skolverket, 2002). Decimal numbers can for some students create problems (Mange, 1962). The study aims to find out how six pupils in school years 6 from a mathematics lesson, on the calculation of decimal numbers, look at their own learning, lesson structure, and find out whether the students themselves see their own understanding based on lesson content. Method: We started with a qualitative tradition with a phenomenological approach. In order to obtain data for analysis, we assumed stimulated recall. This means that we filmed a math lesson, where the recording then was the starting point of the interviews conducted with six selected pupils. At the interview the pupils were watching the movie and pupils comments based on the movie, on what they thought during the documented lesson. When we analyzed the data we started from a meta-cognitive perspective. Results: We can see that the students can express what they have learned and they said also what in the lesson structure that facilitated or hindered their learning. Overall, pupils felt that the teacher's review was thorough and easy. The pupils said even before the lesson that they had good knowledge about what the teacher would go through, but we could see the gaps in pupils' conceptual understanding of decimal numbers. Discussion: Students' conceptual deficiencies did not prevent the pupils to cope with pre-and post test. We cannot discern whether the teacher is aware of pupils' deficiencies, however, we think that we know that pupils are not aware of their shortcomings. We believe that the teacher should be able to challenge her pupils by putting most emphasis on the conceptual understanding rather than on procedural knowledge.

<p><strong>Bakgrund och syfte:</strong> Matematik är ett ämne som skapar lust och är stimulerande för vissa människor medan det för andra är ångestladdat, svårt och meningslöst (Skolverket, 2002). Decimaltal kan för vissa elever skapa problem (Mange, 1962). Syftet med studien är att ta reda på hur sex elever i skolår 6 utifrån en matematiklektion om beräkning av decimaltal, ser på sitt eget lärande och lektionsupplägget. Samt att ta reda på om eleverna själva ser sin egen förståelse utifrån lektionsinnehållet.</p><p><strong>Metod: </strong>Vi utgick från en kvalitativ tradition med en fenomenologisk ansats. För att få fram data till analysen utgick vi från tekniken stimulated recall. Det innebar att vi filmade en matematiklektion och där inspelningen sedan var utgångspunkten vid intervjuerna, som genomförs med sex utvalda elever. Vid intervjuerna fick eleverna se på filminspelningen och utifrån inspelningen fick eleverna kommentera vad de tänkte under den dokumenterade lektionen. När vi analyserade datan utgick vi från ett metakognitivt perspektiv.</p><p><strong>Resultat: </strong>Vi såg att eleverna kunde uttrycka vad de hade lärt sig och de berättade även vad som i lektionsupplägget underlättade eller hindrade deras lärande. Överlag tyckte eleverna att lärarens genomgång var för noggrann och för lätt. Eleverna menade att de redan innan lektionen kunde det som läraren skulle gå igenom, men vi kunde se brister i elevernas konceptuella kunskap av decimaltal.</p><p><strong>Diskussion:</strong> Elevernas konceptuella brister hindrade inte eleverna från att klara för- och eftertestet. Vi kunde inte urskilja om läraren var medveten om elevernas brister, dock tror vi oss veta att eleverna inte var medvetna om sina brister. Vi tror att läraren skulle kunna utmana sina elever genom att lägga störst vikt på den konceptuella kunskapen, istället för den procedurella kunskapen.</p> / <p><strong>Background and purpose: </strong>Mathematics is a subject that creates desire and are stimulating for some people while for others it is difficult and pointless (Skolverket, 2002).<strong> </strong>Decimal numbers can for some students create problems (Mange, 1962). The study aims to find out how six pupils in school years 6 from a mathematics lesson, on the calculation of decimal numbers, look at their own learning, lesson structure, and find out whether the students themselves see their own understanding based on lesson content.</p><p><strong>Method:</strong> We started with a qualitative tradition with a phenomenological approach. In order to obtain data for analysis, we assumed stimulated recall. This means that we filmed a math lesson, where the recording then was the starting point of the interviews conducted with six selected pupils. At the interview the pupils were watching the movie and pupils comments based on the movie, on what they thought during the documented lesson. When we analyzed the data we started from a meta-cognitive perspective.</p><p><strong>Results: </strong>We can see that the students can express what they have learned and they said also what in the lesson structure that facilitated or hindered their learning. Overall, pupils felt that the teacher's review was thorough and easy. The pupils said even before the lesson that they had good knowledge about what the teacher would go through, but we could see the gaps in pupils' conceptual understanding of decimal numbers.</p><p><strong>Discussion: </strong>Students' conceptual deficiencies did not prevent the pupils to cope with pre-and post test. We cannot discern whether the teacher is aware of pupils' deficiencies, however, we think that we know that pupils are not aware of their shortcomings. We believe that the teacher should be able to challenge her pupils by putting most emphasis on the conceptual understanding rather than on procedural knowledge.</p>

This qualitative study focused on four secondary school physics teachers in Bangladesh using semi-structured interviews and observations to explore their understanding about the relationship between practical work and developing students’ conceptual knowledge of physics. Recent studies indicate that practical work helps secondary science students easily and effectively learn the concepts and theories of physics. However, the secondary school physics teachers in Bangladesh in this study did not provide students with practical work during classroom teaching. Rather, they provided practical work in separate practical classes. Although the teachers believed that practical work made their teaching and also students’ learning easier and effective, they did not offer frequent practical demonstrations in teaching the contents of physics. The major findings of the study include that teachers used mostly transmissive pedagogy to assist students to understand physics concepts and theories. Even though there are clear and specific instructions for the teachers to do demonstrations in the secondary physics curriculum, there were constraints on teachers and on students trying to conduct practical work. Constraints included: a lack of sufficient equipment. Teachers and students in non-government schools faced comparatively more difficulties than those in government schools. Low teacher/student ratios and no positions for laboratory assistants were reasons given for teachers’ intense workloads. This study implies a need to provide government and non-government schools with necessary equipment for doing practical work; to appoint sufficient teachers with higher studies and training that includes practical work in physics; to create positions for laboratory assistants; to set up classrooms with a smaller number of students; and to develop awareness of the value of practical work among school administration and among physics teachers.

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The aim of this study was to investigate the role of Technology teachers’ knowledge in promoting learners’ higher order thinking skills. This aim was addressed by conducting the relevant literature survey and an empirical investigation. Four schools were selected in the Johannesburg West District. Here, twelve Grade 7 Technology teachers, three from each school, were interviewed and observations conducted. The data was analysed and findings presented ultimately. The findings reveal that Technology teachers who possess a greater depth of technological content knowledge, pedagogical knowledge and assessment knowledge are more effective in as far as promoting learners’ higher order thinking. On the other hand, Technology teachers who possess a shallow technological content knowledge, pedagogical knowledge and assessment knowledge struggle to promote learners’ higher order thinking. The main conclusions drawn from this study are that Technology teachers’ knowledge can play a role in learners’ acquisition of higher order thinking skills. Therefore, Technology teachers should acquire a sound technological knowledge in order to be able to promote learners’ acquisition of higher order thinking skills. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) / Technology -- Study and teaching (Secondary) -- South Africa -- Johannesburg -- Case studies / Critical thinking -- South Africa -- Johannesburg -- Case studies

Made available in DSpace on 2016-06-02T20:25:23Z (GMT). No. of bitstreams: 1 6554.pdf: 2657931 bytes, checksum: 11403ad2acdeafd11148154c92757f20 (MD5) Previous issue date: 2014-02-27 / Financiadora de Estudos e Projetos / Traditionally, Multilingual Multi-document Automatic Summarization (MMAS) is a computational application that, from a single collection of source-texts on the same subject/topic in at least two languages, produces an informative and generic summary (extract) in one of these languages. The simplest methods automatically translate the source-texts and, from a monolingual collection, apply content selection strategies based on shallow and/or deep linguistic knowledge. Therefore, the MMAS applications need to identify the main information of the collection, avoiding the redundancy, but also treating the problems caused by the machine translation (MT) of the full source-texts. Looking for alternatives to the traditional scenario of MMAS, we investigated two methods (Method 1 and 2) that once based on deep linguistic knowledge of lexical-conceptual level avoid the full MT of the sourcetexts, generating informative and cohesive/coherent summaries. In these methods, the content selection starts with the score and the ranking of the original sentences based on the frequency of occurrence of the concepts in the collection, expressed by their common names. In Method 1, only the most well-scored and non redundant sentences from the user s language are selected to compose the extract, until it reaches the compression rate. In Method 2, the original sentences which are better ranked and non redundant are selected to the summary without privileging the user s language; in cases which sentences that are not in the user s language are selected, they are automatically translated. In order to producing automatic summaries according to Methods 1 and 2 and their subsequent evaluation, the CM2News corpus was built. The corpus has 20 collections of news texts, 1 original text in English and 1 original text in Portuguese, both on the same topic. The common names of CM2News were identified through morphosyntactic annotation and then it was semiautomatically annotated with the concepts in Princeton WordNet through the Mulsen graphic editor, which was especially developed for the task. For the production of extracts according to Method 1, only the best ranked sentences in Portuguese were selected until the compression rate was reached. For the production of extracts according to Method 2, the best ranked sentences were selected, without privileging the language of the user. If English sentences were selected, they were automatically translated into Portuguese by the Bing translator. The Methods 1 and 2 were evaluated intrinsically considering the linguistic quality and informativeness of the summaries. To evaluate linguistic quality, 15 computational linguists analyzed manually the grammaticality, non-redundancy, referential clarity, focus and structure / coherence of the summaries and to evaluate the informativeness of the sumaries, they were automatically compared to reference sumaries by ROUGE measures. In both evaluations, the results have shown the better performance of Method 1, which might be explained by the fact that sentences were selected from a single source text. Furthermore, we highlight the best performance of both methods based on lexicalconceptual knowledge compared to simpler methods of MMAS, which adopted the full MT of the source-texts. Finally, it is noted that, besides the promising results on the application of lexical-conceptual knowledge, this work has generated important resources and tools for MMAS, such as the CM2News corpus and the Mulsen editor. / Tradicionalmente, a Sumarização Automática Multidocumento Multilíngue (SAMM) é uma aplicação que, a partir de uma coleção de textos sobre um mesmo assunto em ao menos duas línguas distintas, produz um sumário (extrato) informativo e genérico em uma das línguas-fonte. Os métodos mais simples realizam a tradução automática (TA) dos textos-fonte e, a partir de uma coleção monolíngue, aplicam estratégias superficiais e/ou profundas de seleção de conteúdo. Dessa forma, a SAMM precisa não só identificar a informação principal da coleção para compor o sumário, evitando-se a redundância, mas também lidar com os problemas causados pela TA integral dos textos-fonte. Buscando alternativas para esse cenário, investigaram-se dois métodos (Método 1 e 2) que, uma vez pautados em conhecimento profundo do tipo léxico-conceitual, evitam a TA integral dos textos-fonte, gerando sumários informativos e coesos/coerentes. Neles, a seleção do conteúdo tem início com a pontuação e o ranqueamento das sentenças originais em função da frequência de ocorrência na coleção dos conceitos expressos por seus nomes comuns. No Método 1, apenas as sentenças mais bem pontuadas na língua do usuário e não redundantes entre si são selecionadas para compor o sumário até que se atinja a taxa de compressão. No Método 2, as sentenças originais mais bem ranqueadas e não redundantes entre si são selecionadas para compor o sumário sem que se privilegie a língua do usuário; caso sentenças que não estejam na língua do usuário sejam selecionadas, estas são automaticamente traduzidas. Para a produção dos sumários automáticos segundo os Métodos 1 e 2 e subsequente avaliação dos mesmos, construiu-se o corpus CM2News, que possui 20 coleções de notícias jornalísticas, cada uma delas composta por 1 texto original em inglês e 1 texto original em português sobre um mesmo assunto. Os nomes comuns do CM2News foram identificados via anotação morfossintática e anotados com os conceitos da WordNet de Princeton de forma semiautomática, ou seja, por meio do editor gráfico MulSen desenvolvido para a tarefa. Para a produção dos sumários segundo o Método 1, somente as sentenças em português mais bem pontuadas foram selecionadas até que se atingisse determinada taxa de compressão. Para a produção dos sumários segundo o Método 2, as sentenças mais pontuadas foram selecionadas sem privilegiar a língua do usuário. Caso as sentenças selecionadas estivessem em inglês, estas foram automaticamente traduzidas para o português pelo tradutor Bing. Os Métodos 1 e 2 foram avaliados de forma intrínseca, considerando-se a qualidade linguística e a informatividade dos sumários. Para avaliar a qualidade linguística, 15 linguistas computacionais analisaram manualmente a gramaticalidade, a não-redundância, a clareza referencial, o foco e a estrutura/coerência dos sumários e, para avaliar a informatividade, os sumários foram automaticamente comparados a sumários de referência pelo pacote de medidas ROUGE. Em ambas as avaliações, os resultados evidenciam o melhor desempenho do Método 1, o que pode ser justificado pelo fato de que as sentenças selecionadas são provenientes de um mesmo texto-fonte. Além disso, ressalta-se o melhor desempenho dos dois métodos baseados em conhecimento léxico-conceitual frente aos métodos mais simples de SAMM, os quais realizam a TA integral dos textos-fonte. Por fim, salienta-se que, além dos resultados promissores sobre a aplicação de conhecimento léxico-conceitual, este trabalho gerou recursos e ferramentas importantes para a SAMM, como o corpus CM2News e o editor MulSen.

L'objectif de cette thèse est d'étudier les différents types de connaissances et de compétences impliquées dans l'expertise du vin. Ce travail s'appuyant sur le concept de vin de garde, nous avons dans un premier temps approfondi l'étude de ce concept et nous avons identifié des indices gustatifs (astringence et acidité) et olfactifs (notes boisé, brûlé, vanillé et pruneau) utilisés par les professionnels bourguignons du vin pour évaluer le potentiel de garde de vins rouges de Bourgogne. L’étude de l’expertise s’est articulée autour de deux études. Dans la première étude, nous avons testé si l’environnement dans lequel les professionnels exercent leur activité entraîne des différences au niveau de leurs compétences perceptives et de leurs connaissances relatives au vin de garde. Nous avons montré que des professionnels bourguignons et bordelais sont globalement en accord pour catégoriser des vins de Bourgogne et de Bordeaux en vin de garde et de non garde. Cependant, les professionnels d’une région semblent plus en accord pour juger qu’un vin de leur région est de garde comparativement aux vins de l’autre région. Ceci pourrait indiquer que la familiarité intervient dans les jugements du potentiel de garde. Dans la deuxième étude, nous avons examiné comment les compétences perceptives, les connaissances conceptuelles, le contenu lexical et le statut des connaissances s’articulent chez des professionnels du vin, des œnophiles, des consommateurs de vin et des panélistes entraînés à décrire des vins. Nous avons montré que ces différents aspects se manifestent de manière différentielle selon le type d’expertise : les œnophiles utilisent un discours conventionnel et normatif comme les professionnels, les panélistes utilisent un lexique proche des professionnels, mais les œnophiles comme les panélistes sont similaires aux consommateurs quand des compétences perceptives et des connaissances conceptuelles en référence au vin de garde sont nécessaires. Les professionnels et les œnophiles s’identifient comme appartenant à une communauté qui partagerait les mêmes connaissances et représentations. Leurs connaissances sont également plus certaines que celles des panélistes et des consommateurs. Une dimension intéressante pour l’étude de l’expertise semble émerger : le statut partagé et assuré des connaissances. / This work aimed to investigate different types of knowledge and skills involved in wine expertise. This work is based on the “vin de garde” concept, we first broadened the study of this concept, and we identified gustatory (astringency and acidity) and olfactory (woody, burnt, vanilla and prune notes) clues used by wine professionals from Bourgogne to judge the aging potential of red wines from Bourgogne. The expertise is investigated through two studies. In the first study, we examined if the environment in which professionals practise leads to specific perceptive skills and conceptual knowledge regarding wines with an aging potential. We showed that overall professionals from Bourgogne and Bordelais are in agreement to categorize wines from Bourgogne and Bordeaux in “vin de garde” and “vin de non garde”. However, their judgements regarding aging potential seem more consensual for wines from their own area compared to wines from the other area. This could indicate that familiarity is involved in aging potential judgments. In the second study, we examined how perceptive skills, conceptual knowledge, lexical content and knowledge status are combined for wine professionals, oenophiles, wine consumers, and panelists trained to describe wines. We showed that these different aspects are combined according to the type of expertise: oenophiles use a conventional and normative discourse like professionals, panelists use a lexicon similar to professionals, but oenophiles and panelists are similar to consumers when perceptive skills and conceptual knowledge in reference to wine with an aging potential are required. Professionals and oenophiles consider themselves as belonging to a community with shared knowledge and representations. Their knowledge is also more certain than that of panelists and consumers. An interesting aspect for the study of expertise emerges: the shared and sure status of knowledge.

This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical framework that guided the research and data collection. The study’s methodology consisted of two phases. In the first phase, the six identified mathematics teachers undertook a conceptual knowledge written exercise. The result of this exercise was used to select the best four performing teachers for the second phase of the study. The second phase consisted mainly of lesson observations, interviews, written documents in the form of completed questionnaires, written diaries or reports, document analysis designed to produce rich detailed descriptions of participating teachers’ PCK in the context of teaching statistics concepts at school level. The concept mapping exercise was used to indirectly assess participating teachers’ content knowledge and their conceptions of the nature of school statistics and how it is to be taught. The qualitative data obtained were analysed to try to determine individual teachers’ content knowledge of school statistics, related pedagogical knowledge, knowledge of learners’ conceptions in statistics teaching, knowledge of learners’ learning difficulties as well as how they developed their PCK in statistics teaching. The analysis was done based on iterative coding and categorisation of responses and observations made to identify themes, patterns, and gaps, in school statistics teaching. Commonalities and differences if any, in the PCK profiles of the four participating teachers were also analysed and determined. The results of the study showed that overall, individual teachers develop their PCK in school statistics teaching by: (a) formally developing their knowledge of the subject matter in a formal undergraduate educational programme, as well as subject matter content knowledge during classroom practice; (b) using varied topic-specific instructional skills such as graphical construction skills in teaching statistical graphs; (c) using diagnostic techniques (oral questioning and pre-activity, class discussions and questioning) and a review of previous lessons to introduce lessons, and to determine learners’ preconceptions in statistics teaching ; (d) Using teaching strategies that can help to identify learners’ learning difficulties as well as intervention to address the difficulties; (e) continually updating their knowledge of school statistics by attending content knowledge workshops and other teacher development programmes designed to improve content knowledge and practice. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2020 / The purpose of this study was to explore the Pedagogical Content Knowledge (PCK) of Intermediate Phase teachers in the teaching of decimal fractions to Grade 6 learners. The study followed a qualitative research approach whereby a case study design was adopted. Three Grade 6 teachers were selected using a purposive sampling strategy to form part of the study. Shulman‟s (1986) Theory of Teacher Knowledge was used to guide the entire study. Data were collected through lesson observations, semi-structured interviews and document analysis. Data were analysed and interpreted using the Argyris, Putman and Smith‟s Ladder of Inference. The study established that Grade 6 teachers lacked PCK in the teaching of decimal fractions. Teachers lacked confidence in the teaching of decimals. The analysis of data also revealed that teachers‟ knowledge of decimal fractions was poor, and that teachers experienced challenges in teaching decimal fractions. Generally, decimal fractions were found to be difficult for teachers to teach. This led to the conclusion that teachers lack Pedagogical Content Knowledge in the teaching of decimal fractions. These findings, though not generalizable to a wider population, provide useful information for further research and insights of what Grade 6 mathematics teachers may be experiencing in their classrooms. The findings may help teachers improve their teaching. They also have implications for teacher-education institutions as they may restructure their teaching programmes, both for pre-service and in-service teachers.

No description available.