Thesis (Ph.D.)--University of Melbourne, Dept. of Science and Mathematics Education, 2004. / Typescript (photocopy). Includes bibliographical references.

This item was digitized by the Internet Archive. Thesis (Ed.D.)--Boston University / https://archive.org/details/decimalusageinoc00russ

Thesis (M.Ed.)--University of Waikato, 2008. / Title from PDF cover (viewed April 27, 2009) Includes bibliographical references (p. 184-199)

Thesis (M.Ed.)--University of Central Florida, 2008. / Adviser: Enrique Ortiz. Includes bibliographical references (p. 91-94).

The increasing emphasis on teaching arithmetic meaningfully intensifies the search for materials of instruction which can effectively communicate arithmetical understandings to children. Though manipulative aids are widely approved as effective teaching media for achieving this purpose, most of the endorsements are subjective opinions rather than objective evaluations based on experimentation. This study is an attempt to determine the effectiveness of group instruction use of certain manipulative aids in teaching decimal fraction concepts to Grade VII pupils. The effectiveness was determined by comparing the achievement of two unselected groups, randomly assigned, on a test of understanding of the processes involved in decimal fractions. The two groups were given teaching treatments identical except in so far as the materials of instruction were concerned. One group used manipulative aids; the other used static representations of these aids. These materials were intended to differ only with respects to the characteristic of manipulability. Since manipulability of concepts is the most essential property of manipulative aids, it was isolated as the experimental variable. Because the groups were randomly assigned, analysis of covariance was selected to control statistically the initial differences between groups in the four variables considered likely to influence achievement on the criterion test: initial understanding of the processes involved in decimal fractions, computational ability in decimal fractions, mental ability, and reading ability. The data obtained from the investigation were analyzed and the following conclusions reached. 1. The pupils taught by means of group instruction with the manipulative aids used in this investigation did not acquire a significantly better understanding of decimal fractions than did the pupils taught with static representations of these aids. In other words, the manipulation of the concepts, performed by using the manipulative aids in group demonstrations, was not effective in contributing to the pupils’ understanding of these concepts. 2. A study of the correlations for both treatment groups between achievement on the criterion variable and achievement on each of the independent variables indicates that the manipulative aids proved to be neither more nor less effective than the static representations as media for conveying an understanding of decimal fractions to pupils of any particular ability in the areas represented by the independent variables. 3. It must not be inferred that any generalization concerning the effectiveness of these specific materials of instruction, used exclusively by the teacher for group demonstration purposes, would be applicable also to similar materials if they were used in a teaching procedure in which the pupils themselves, participated individually in the manipulative activity. It must not be inferred that any generalization concerning the effectiveness of these specific materials of instruction, which were used in a brief teaching assignment devoted exclusively to the rationalization of processes, would be applicable also to the same materials if they were used in a teaching assignment of longer duration, and/or a teaching assignment in which the emphasis on the WHY of the processes was taught concurrently with, or preceded, the emphasis on the HOW of the processes. 5. Independently of treatment groups, the achievement on the initial test of understanding of the processes involved in decimal fractions was the variable most predictive of achievement on the final test of understanding. Computational ability in decimal fractions and mental ability each shared approximately one-half the predictive capacity of the initial test of understanding. Reading ability was a negligible predictor of achievement on the final test of understanding. / Education, Faculty of / Graduate

No description available.

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).

PAULA, Priscila Fontenele de. Adaptação transcultural da Health belief model scale for cervical cancer and pap smear test para uso no Brasil. 2014. Dissertação (Mestrado em Enfermagem) - Faculdade de Farmácia, Odontologia e Enfermagem, Universidade Federal do Ceará, Fortaleza, 2014. / Submitted by denise santos (denise.santos@ufc.br) on 2016-03-17T16:28:52Z No. of bitstreams: 1 2014_dis_pfpaula.pdf: 3752354 bytes, checksum: ea95dcadb5b7864509a63587b0adfa9b (MD5) / Approved for entry into archive by denise santos(denise.santos@ufc.br) on 2016-03-17T16:42:11Z (GMT) No. of bitstreams: 1 2014_dis_pfpaula.pdf: 3752354 bytes, checksum: ea95dcadb5b7864509a63587b0adfa9b (MD5) / Made available in DSpace on 2016-03-17T16:42:11Z (GMT). No. of bitstreams: 1 2014_dis_pfpaula.pdf: 3752354 bytes, checksum: ea95dcadb5b7864509a63587b0adfa9b (MD5) Previous issue date: 2014 / The objective of this study was to realize the cros s-cultural adaptation of the Health Belief Model Scale for Cervical Cancer and Pap Smear Test for use in Brazil and verify the validation of the content of Brazilian version tran slated. This is a methodological study for the cross-cultural adaptation and five steps were stric tly implemented: initial translation, synthesis of translations, retranslation, review by an expert committee and pretest. The sample of participants of these steps was selected accordi ng to the criteria established by the methodological framework used, which were: four tra nslators, a mediator and six judges. In carrying out the pre-test, which took place at the Center of Natural Birth Ligia Barros Costa and Campus do Pici of Federal University of Ceará P ici in September 2014, was interviewed 40 women of different educational levels using the pre-final version of scale and a sociodemographic questionnaire. The final version o f the content validity was assessed by the Content Validity Index from the judgment of ten exp ert judges, selected from their teaching experiences, research and/or assistance in Women's Health. The data relating to the stages of adaptation were organized in the form of tables and analyzed descriptively. The demographic data of the pre-test and those resulting from conte nt validation were compiled in an electronic spreadsheet of software Statistical Package for Soc ial Sciences, version 20.0. The study was approved by the Research Ethics Committee of the Fe deral University of Ceará, in the number 562.699/2014. Both versions produced in step I of i nitial translation, in general, did not show large differences in translation. Step II was perfo rmed after evaluation of translated versions with discussion of the formulation of the items, re sulting in total agreement by the researcher and mediator on the synthesis of the translations. In the retranslation of the synthesis version back into English language showed that the resultin g versions of this stage demonstrated no major differences from the original version of the instrument, being consistent, and explaining the quality of the synthesis version in Brazilian P ortuguese. From the evaluation of semantic, idiomatic, experimental and conceptual by the judg es, eleven items were modified after the suggestions made, resulting in a pre-final version of the scale applied in the pre-test. Four items had not fully understanding after women’s eva luation, and they were modified according to the suggestions of the same. After all the changes made in the scale it was obtained the final version of the instrument adapte d to the cultural context of Brazil. The Content Validity Index, calculated from the evaluat ions of the contents of judges, was 0,82 and the individual values of the items ranged from 0,80 to 1, being properly considered a valid content. No items were eliminated, however fo ur were allocated to health motivation domain by unanimous decision. It can be concluded t hat all the rigor used in this study guaranteed the obtainment of an instrument that was equivalent to the original version with a good understanding and clarity among items and an a ppropriate content validity index. / Objetivou-se realizar a adaptação transcultural da Health Belief Model Scale for Cervical Cancer and Pap Smear Test para uso no Brasil e validar o conteúdo da versão brasileira do instrumento traduzido. Trata-se de um estudo metodológico, que para a adaptação transcultural, percorreu rigorosamente cinco etapas: tradução inicial, síntese das traduções, retradução, revisão por um comitê de juízes e pré-teste. Os participantes dessas etapas foram selecionados obedecendo aos critérios estabelecidos pelo referencial metodológico, quais sejam: quatro tradutores, um mediador e seis juízes. Na realização do pré-teste, ocorrida no Centro de Parto Natural Ligia Barros Costa e Campus do Pici da Universidade Federal do Ceará no mês de setembro de 2014, entrevistou-se 40 mulheres, de diferentes níveis de escolaridade, utilizando-se a versão pré-final da escala e um questionário de caracterização sociodemográfica. A validação de conteúdo da versão final foi aferida pelo Índice de Validação de Conteúdo, a partir do julgamento de dez juízes especialistas, selecionados a partir das experiências de ensino, pesquisa e/ou assistência em Saúde da Mulher. Os dados referentes às etapas de adaptação foram organizados na forma de quadros e analisados descritivamente. Os dados sociodemográficos do pré-teste e os resultantes da validação de conteúdo foram analisados no software Statistical Package for the Social Sciences, versão 20.0. O estudo foi aprovado no Comitê de Ética em Pesquisa da Universidade Federal do Ceará. As duas versões produzidas na tradução inicial, em geral, não apresentaram grandes diferenças de tradução. A segunda etapa foi realizada após avaliação das versões traduzidas com discussão quanto à formulação dos itens da versão síntese, obtendo-se total concordância por parte da pesquisadora e mediador. Na retradução da versão síntese de volta ao idioma inglês evidenciou-se que as versões resultantes desta etapa não apresentaram grandes divergências em relação à versão original do instrumento, mostrando-se coerentes, explicitando assim a qualidade da versão síntese no português brasileiro. A partir da avaliação das equivalências semântica, idiomática, experimental e conceitual pelos juízes, onze itens foram modificados após as sugestões realizadas, resultando em uma versão pré-final da escala, aplicada no pré-teste. Quatro itens não apresentaram total compreensão após avaliação das mulheres, sendo modificados segundo as sugestões das mesmas. Após todas as modificações realizadas na escala, obteve-se a versão final do instrumento adaptado ao contexto cultural brasileiro. O Índice de Validação de Conteúdo, calculado a partir das avaliações dos juízes de conteúdo, foi de 0,82 e os valores individuais dos itens variaram de 0,80 a 1, sendo considerado adequadamente válido em conteúdo. Nenhum item foi eliminado, porém, quatro foram alocados ao domínio motivação em saúde por decisão unânime dos juízes. Pode-se concluir que todo o rigor adotado neste estudo garantiu a obtenção de um instrumento que se mostrou equivalente à versão original, apresentando boa compreensão e clareza entre os itens, além de um adequado índice de validação de conteúdo.

Modern theory of arithmetic instruction supports the idea that the development of understandings of basic mathematical principles produces a desirable type of learning. This is a reaction against the traditional method of instruction which places emphasis upon mechanical drill procedures, devoid of meanings. This study is an attempt to deter-mine what relationship, if any, exists between computational ability and understanding of fundamental processes. The investigation has been limited to the area of decimal fractions. Two tests -were developed for the purpose of the investigation. The test in computation was constructed and validated using pupils of the junior high school level as testees. Student-teachers constituted the personnel for the construction and validation of the test in understandings. The investigation, of relationship was performed using 236 Normal School students as testees. The tests, which had been constructed for use in the study, were administered at the beginning of the school term. The data obtained from the investigation were analyzed and the following conclusions were formulated: 1. There is a positive correlation of considerable magnitude between the scores on the test in computation and the scores on the test in understandings. ( r = .640 ). This is an indication that there is a tendency for the scores to vary in the same direction. 2. When the factor of intelligence is held constant, there is a net correlation of marked magnitude -which is somewhat less than, the apparent coefficient. This indicates that the common factor of intelligence has an influence upon the relationship between the two variables. 3. The magnitude of the relationship between scores in understanding and intelligence test scores is an indication of common elements in both these tests. 4. The relationship between, the scores in computation and the intelligence test scores is not high. A high intelligence does not appear to be a prerequisite for high achievement in computation. 5. There is evidence that ability in computation is not essential for high achievement in understandings and vice versa, nor do high scores in one of these factors guarantee high scores in the other. 6. Although a study of the scatter diagram suggests that success in computation is more probable if it is accompanied by a high degree of understanding, it cannot be inferred from the data that one variable is the cause or the effect of the other. / Education, Faculty of / Graduate

No description available.