Made available in DSpace on 2014-06-11T19:29:01Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-02Bitstream added on 2014-06-13T19:16:59Z : No. of bitstreams: 1 silva_pa_me_assis.pdf: 572416 bytes, checksum: ca6a9be38f640b2541a62154d228a67f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A síndrome de imunodeficiência adquirida (AIDS) é causada por infecção pelo vírus da imunodeficiência humana (HIV). No Brasil, segundo o Ministério da Saúde (2010), de 1980 a meados de 2010 foram notificados no SINAN um total de 14.926 casos (acumulados) de crianças menores de 13 anos infectadas, das quais 85,1% foram infectadas através de transmissão vertical. Em 2009, das 304 notificações de novos casos de AIDS em crianças com menos de 13 anos de idade, 92,1% dos casos foram decorrentes deste tipo de transmissão. Anormalidades encefálicas associadas à infecção pelo HIV são comuns e são as que primeiro aparecem entre crianças infectadas verticalmente. Déficits cognitivos relacionados a estas alterações estão presentes nessas crianças, contudo os estudos sobre as alterações cognitivas nessa população apresentam diversas limitações, como o pequeno tamanho da amostra, medidas inespecíficas e ausência de grupo controle. O objetivo do estudo foi avaliar o perfil de desempenho em habilidades matemáticas e memória operacional de crianças infectadas pelo HIV por transmissão vertical em idade escolar por meio de bateria de testes específicos para matemática (ZAREKI-R) e para memória operacional (AWMA), analisando se esse perfil se relaciona a aspectos como estado clinicoimunológico, carga viral, TARV e adesão, qualidade de vida e humor. Participaram do estudo 26 crianças, divididas em dois grupos, experimental (GE; N=13) e controle (GC; N=13), segundo a presença ou não da infecção pelo HIV. As crianças do grupo experimental foi composta por crianças infectadas por transmissão vertical pelo HIV, assintomáticas, de idade entre 7 e 12 anos de ambos os sexos. / Acquired Immunodeficiency Syndrome (AIDS) is caused by infection with human immunodeficiency virus (HIV). In Brazil, according to the Ministry of Health (2010), from 1980 to mid-2010 there were notified in SINAN a total of 14,926 cases (cumulative) of infected children less than 13 years, of whom 85.1% were vertically infected. In 2009, from 304 notifications of new AIDS cases in children 92.1% were due to this type of transmission. Brain abnormalities associated with HIV infection are common and the first to manifest among vertically infected children. Cognitive deficits related to these changes are present in these children, but studies on cognitive impairment in this population have several limitations, including small sample sizes, nonspecific measures and lack of control groups. The purpose of this study was to evaluate the performance of mathematic skills and working memory of school-age children infected with HIV by vertical transmission through specific battery tests for mathematics (Zareki-R) and working memory (AWMA), analyzing if this profile is related to aspects such as clinico-imunological stage, viral load, antiretroviral therapy and adherence, quality of life and humor. The study included 26 children, divided into two groups, experimental (GE, N = 13) and control (GC, N = 13), according to the presence or absence of HIV infection. The experimental group was formed by children infected with HIV by vertical transmission, in asymptomatic stage, from 7 and 12 years-old, of both genders.

Dyscalculia implies difficulty in acquiring mathematical skills and requires intervention that focuses on the acquisition of the necessary basic mathematical skills. Against this background the purpose of this study was to investigate how Grade 6 learners with dyscalculia may be supported by implementing an Information Communication Technology (ICT) intervention, with a specific focus on number sense and basic mathematical skills. I followed a nomothetic quantitative approach and employed a quasi-experimental design, using a pre-test, followed by an ICT intervention and then a post-test with a small sample of Grade 6 learners that displayed learning difficulties in Mathematics. I combined convenience and purposive sampling to identify two full- service primary schools and utilised non-probable and purposive sampling to select 24 participants, randomly assigning them to either an experimental or control group. Following implementation of the six-week ICT intervention, the scores of all pre- and post-test were documented as data. For the ICT intervention, I used the Number Race application, the Sheppard Software mathematical applications, more specifically Math Lines (addition, multiplication), Math Man (rounding, addition, multiplication), Pop the Balloon (add and order), and The Rockseries. I then completed non-parametric data analysis by utilising the Statistical Package for the Social Sciences (SPSS 25) to test the formulated hypotheses and draw conclusions about the possible value of the ICT intervention. The findings of the study indicate that an ICT intervention can have (i) a positive effect on some aspects of number sense with learners experiencing difficulties in Mathematics, however, (ii) although an improvement in mathematical skills was evident, it was not statistically significant. Better results may be possible when additional software are included or more time is spent on such an ICT intervention to teach basic mathematical skills like adding, subtracting and multiplying after the improvement of number sense. / Dissertation (MEd)--University of Pretoria, 2020. / Educational Psychology / MEd / Unrestricted

In this study, I investigated how proficiently seventh-grade students enrolled in two Southwestern schools solve algebra word problems. I analyzed various factors that could affect this proficiency and explored the differences between English Learners (ELs) and native English Primary students (EPs). I collected the data as part of the Animal Watch project, a computer-based initiative designed to improve the mathematical skills of children from grades 5-8 in the Southwest. A sample of 86 students (26 ELs and 60 EPs), clustered in four different classes, was used for this project. A Generalized Linear Mixed Model (GLMM) approach with the GLIMMIX procedure in SAS 9.3 showed that students from the classes that had a higher percentage of EL students performed better than those in the classes where the EL concentration was lower. Classes with more EL males were better at learning mathematics than classes with more EP females. The results also indicated: (a) a positive correlation between the students' ability to solve algebra word problems on their first attempt and their success ratio in solving all problems, and (b) a negative correlation between the percentage of problems solved correctly and those considered too hard from the very beginning. I conclude my dissertation by making specific recommendations for further research.

Magistro darbe analizuojami statistikos elementai matematinių gebėjimų diagnostikoje, išskirta pagrindinė darbo problema: ar olimpiados uždaviniai atitinka standartus? D. ir A. Kiseliovai teigia, jog matematika, kaip ir kalba, yra neatsiejama žmogaus gyvenimo dalis. Olimpiada yra aktuali dėl to, kad stiprina moksleivių valią, savarankiškumą, mąstymo lankstumą bei tikslumą, ryžtą nugalėti kliūtis. Tyrimo objektas – statistikos elementai matematinių gebėjimų diagnostikoje. Šio magistro darbo tikslas yra panaudoti statistikos elementus matematinių gebėjimų diagnostikoje. Tyrimo hipotezė, kad sprendžiant olimpiadinius uždavinius, svarbiausia yra loginis mąstymas ir žinios. Darbe iškelti penki uždaviniai, t. y. nagrinėjama įvairių Lietuvos ir užsienio autorių literatūra apie statistikos elementus, analizuojamos pagrindinės statistikos elementų sąvokos, nagrinėjami moksleivių matematiniai gebėjimai kaip didaktinės diagnostikos objektas, apibūdintas šalies ketvirtų klasių moksleivių matematikos mokėjimo lygmuo pagal pradinio ir pagrindinio ugdymo bendrąsias programas, išanalizuotos ketvirtos klasės, olimpiadinių uždavinių sąlygos ir sprendimai pradinio ir pagrindinio ugdymo bendrųjų programų kontekste ir pateikti rezultatai, rekomendacijos bei išvados. Buvo atliktas tyrimas Lietuvos mastu. Tyrimui atsitiktinai iš kiekvieno šalies miesto bei rajono atrinkti 354 ketvirtų klasių moksleivių olimpiadiniai darbai ir analizuojami. Atlikus tyrimą, hipotezė pasitvirtino, kad šie... [toliau žr. visą tekstą] / The thesis paper analyzes the elements of statistics in diagnostics of mathematical skills as well as the main problem of the paper whether the tasks of a Mathematics contest coincides with the standards of teaching has been distinguished. Mr. and Mrs. Kiseliovai affirm that Mathematics the same as the language is an inherent part of human being life. The contest of Mathematics is relevant as it reinforces students’ will, independence, flexibility and precision of thinking as well as ability to overcome different obstacles. The object of the research is the elements of statistics in diagnostics of mathematical skills. The aim of the thesis paper is to use the elements of the statistics in diagnostics of mathematical skills. The hypothesis of the research is logical thinking and knowledge when dealing with the tasks of the Mathematics contest. Five goals have been distinguished in the paper which analyze various literatures concerning the elements of statistics by Lithuanian and foreign authors and the main concepts of the elements of statistics. It also analyzes the mathematical skills of students as the object of didactic diagnostics. The paper describes the level of Mathematics knowledge of the primary school students according to Educational program, analyzes the Mathematical contest assignments in the context of Educational program of primary and basic school and provides its results, recommendations and conclusions. The research has been carried out throughout Lithuania... [to full text]

Orientador: Flávia Heloísa dos Santos / Banca: Nelson Silva Filho / Banca: Elisabete Castelon Konkiewitz / Resumo: A síndrome de imunodeficiência adquirida (AIDS) é causada por infecção pelo vírus da imunodeficiência humana (HIV). No Brasil, segundo o Ministério da Saúde (2010), de 1980 a meados de 2010 foram notificados no SINAN um total de 14.926 casos (acumulados) de crianças menores de 13 anos infectadas, das quais 85,1% foram infectadas através de transmissão vertical. Em 2009, das 304 notificações de novos casos de AIDS em crianças com menos de 13 anos de idade, 92,1% dos casos foram decorrentes deste tipo de transmissão. Anormalidades encefálicas associadas à infecção pelo HIV são comuns e são as que primeiro aparecem entre crianças infectadas verticalmente. Déficits cognitivos relacionados a estas alterações estão presentes nessas crianças, contudo os estudos sobre as alterações cognitivas nessa população apresentam diversas limitações, como o pequeno tamanho da amostra, medidas inespecíficas e ausência de grupo controle. O objetivo do estudo foi avaliar o perfil de desempenho em habilidades matemáticas e memória operacional de crianças infectadas pelo HIV por transmissão vertical em idade escolar por meio de bateria de testes específicos para matemática (ZAREKI-R) e para memória operacional (AWMA), analisando se esse perfil se relaciona a aspectos como estado clinicoimunológico, carga viral, TARV e adesão, qualidade de vida e humor. Participaram do estudo 26 crianças, divididas em dois grupos, experimental (GE; N=13) e controle (GC; N=13), segundo a presença ou não da infecção pelo HIV. As crianças do grupo experimental foi composta por crianças infectadas por transmissão vertical pelo HIV, assintomáticas, de idade entre 7 e 12 anos de ambos os sexos. / Abstract: Acquired Immunodeficiency Syndrome (AIDS) is caused by infection with human immunodeficiency virus (HIV). In Brazil, according to the Ministry of Health (2010), from 1980 to mid-2010 there were notified in SINAN a total of 14,926 cases (cumulative) of infected children less than 13 years, of whom 85.1% were vertically infected. In 2009, from 304 notifications of new AIDS cases in children 92.1% were due to this type of transmission. Brain abnormalities associated with HIV infection are common and the first to manifest among vertically infected children. Cognitive deficits related to these changes are present in these children, but studies on cognitive impairment in this population have several limitations, including small sample sizes, nonspecific measures and lack of control groups. The purpose of this study was to evaluate the performance of mathematic skills and working memory of school-age children infected with HIV by vertical transmission through specific battery tests for mathematics (Zareki-R) and working memory (AWMA), analyzing if this profile is related to aspects such as clinico-imunological stage, viral load, antiretroviral therapy and adherence, quality of life and humor. The study included 26 children, divided into two groups, experimental (GE, N = 13) and control (GC, N = 13), according to the presence or absence of HIV infection. The experimental group was formed by children infected with HIV by vertical transmission, in asymptomatic stage, from 7 and 12 years-old, of both genders. / Mestre

Thesis (Ph.D. (Leer en Onderrig)--North-West University, Potchefstroom Campus, 2008.

The school is in the social, cultural and political contest which is complexical and changeable. Our society’s democratization and education reforms obligate us to look at the education aspects newly. One of them is the students abilities’ diagnostic. There are talking about mathematical abilities in this work. But, of course, such diagnostic principles can be used in other subjects, too. The main education’s mission is to develop the person’s forces, to formulate a human for the life in the society which is changing very fast in the sociocultural condition. The training is becoming orientated into the process but not into the results. But it’s very important to reach positive changes in each student’s studies. So, it’s very important to know every pupil, to understand his/her person’s features, addictions and faculties. The primary school had refused to value students’ knowledge and abilities in marks. But after some time there had risen necessity to create a new estimation system, which can mach purposes and goals in the training. The teachers need objective and reliable estimation’s instrument. Such instrument can be the standardized learning gains’ tests. There are talking about the tests’ information (which is necessary), perfection, administration, the forthcoming results’ interpretation in this work. The subject of the research is primary class pupils’ mathematical abilities as the diagnostic construct. The aim of the research is to open methodological, theoretical... [to full text]

Politicians and educators are concerned about the level of literacy and numeric skills of learners in South-African schools. Educators are experiencing increased pressure to teach reading-, writing- and mathematical skills effectively (the so called 3 R's, namely reading, writing and arithmetic). It is imperative that the effective teaching of numeric and literacy should commence in the foundation phase, where the basis for more advanced skills should be established. The purpose of this study was to establish whether the development and implementation of multimedia learning and teaching support material (LTSM) by means of a digital book disc programmer (DBD) would contribute to effective facilitation of reading-, spelling- and mathematical skills. A positivist research paradigm served as the foundation for this study. A literature study was undertaken to establish how multimedia can be used as LTSM to improve reading, spelling and mathematical skills of foundation phase learners. Quantitative research was done wherein the variables were controlled and standardised procedures and measuring instruments were used to collect data. Statistical techniques were also used to analyse the collected data and draw conclusions, 'n Quasi-experimental pre-test post-test control group-design was used over a four month period, in which learners were exposed respectively to traditional teaching on the one hand (control group) and intervention by means of exposure to the DBD-multimedia programmer (experimental group) on the other hand, in order to test the effect of the DBD. The results of this study indicated that the integration of the DBD programmer, as a form of multimedia LTSM, effectively supports the facilitation of reading-, spelling- and writing skills. The proposed model indicates clear guidelines for the development and integration of a multimedia teaching and learning support programmer to enhance the effective facilitation of reading-, spelling- and mathematical skills in the foundation phase. / Thesis (Ph.D. (Leer en Onderrig)--North-West University, Potchefstroom Campus, 2008.

Politicians and educators are concerned about the level of literacy and numeric skills of learners in South-African schools. Educators are experiencing increased pressure to teach reading-, writing- and mathematical skills effectively (the so called 3 R's, namely reading, writing and arithmetic). It is imperative that the effective teaching of numeric and literacy should commence in the foundation phase, where the basis for more advanced skills should be established. The purpose of this study was to establish whether the development and implementation of multimedia learning and teaching support material (LTSM) by means of a digital book disc programmer (DBD) would contribute to effective facilitation of reading-, spelling- and mathematical skills. A positivist research paradigm served as the foundation for this study. A literature study was undertaken to establish how multimedia can be used as LTSM to improve reading, spelling and mathematical skills of foundation phase learners. Quantitative research was done wherein the variables were controlled and standardised procedures and measuring instruments were used to collect data. Statistical techniques were also used to analyse the collected data and draw conclusions, 'n Quasi-experimental pre-test post-test control group-design was used over a four month period, in which learners were exposed respectively to traditional teaching on the one hand (control group) and intervention by means of exposure to the DBD-multimedia programmer (experimental group) on the other hand, in order to test the effect of the DBD. The results of this study indicated that the integration of the DBD programmer, as a form of multimedia LTSM, effectively supports the facilitation of reading-, spelling- and writing skills. The proposed model indicates clear guidelines for the development and integration of a multimedia teaching and learning support programmer to enhance the effective facilitation of reading-, spelling- and mathematical skills in the foundation phase. / Thesis (Ph.D. (Leer en Onderrig)--North-West University, Potchefstroom Campus, 2008.

The purposes of this study were (1) to determine if 4th grade students improve in computation efficiency being taught Chisanbop; (2) to determine if 4th grade students show an increase in application skill efficiency being taught Chisanbop; (3) to determine if 4th grade students show an increase in concept skill efficiency being taught Chisanbop; (4) to determine if 4th grade students show an increase in problem solving skill efficiency being taught Chisanbop; and (5) to determine if 4th grade students show an increase in composite skill efficiency being taught Chisanbop. The conclusions drawn from the findings of this study were that Chisanbop instruction assisted students in the experimental group in scoring significantly higher than students in the control group in application skill efficiency, concept skill efficiency, problem solving skill efficiency, and composite skill efficiency. Other indications are that Chisanbop instruction did not significantly affect students in the experimental group in regard to computational skills. In regard to the composite skills of the students in the upper one-third and the lower one-third of the experimental group, there were no statistically significant differences from their counterparts in the control group. In light of these findings, it is recommended that school districts utilize Chisanbop as a supplement to their regular mathematics program at the 4th grade level. It is also recommended that additional studies be conducted at the 4th grade level for extended periods of time to determine any delayed dimension of Chisanbop.