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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 5 of 5 (0.025 seconds)Spelling suggestions: "subject:"testaufgaben"" "subject:"hauptaufgaben""
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Auswirkungen von akkumulierten Rückmeldungsformen mit einem Computer-Lernprogramm über Textaufgaben bei Kindern aus fünften und sechsten Klassen: / Eine empirische Studie zum Computergestützten Lernen / The Effects of Accumulative Forms of Feedback with a Computer based Learning Program for Tasks of Text on Children between 5th and 6th Grade: / An Empirical Study on Computer-Assisted-LearningAbdelaal, Sabry Mohamed Ismail Attia 28 January 2005 (has links)
No description available.
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Can Early Algebra lead non-proficient students to a better arithmetical understanding?Gerhard, Sandra 13 April 2012 (has links) (PDF)
In mathematics curricula teachers often find the more or less implicit request to link the taught subjects to the previous knowledge of the students, for example using word problems from everyday life. But in today’s multicultural and multisocial society teachers can no longer assume that the children they teach have a more or less equal background and thus everyday live can have a very different meaning for different children. Furthermore there is evidence that good previous knowledge in arithmetic can hinder the approach to other mathematical subjects, like algebra. In this paper I want
to provide a brief overview on how previous knowledge in arithmetic can affect student\'s access to
algebra and therefore present an early algebra teaching project which introduces elementary school children to algebraic notation by measurement in an action-oriented way. Thereby the chosen
approach to algebra explicitly does not come back to the student\'s previous arithmetical knowledge but additionally may support non-proficient students in obtaining more insight in the structure of
calculations and hence may help them to have more success in solving calculations and word problems.
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| 3 |
The Effect of Rephrasing Word Problems on the Achievements of Arab Students in MathematicsMahajne, Asad, Amit, Miriam 07 May 2012 (has links) (PDF)
Language is the learning device and the device which forms the student's knowledge in math, his ability to define concepts, express mathematical ideas and solve mathematical problems. Difficulties in the Language are seen more in word problems, clarity and in the way the text is read by the student have a direct effect on the understanding of the problem and therefore, on its solution, could delay the problem solving process. The connection between language and mathematical achievements has a more distinctive significance regarding the Arab student. This is due to the fact that the language which is used in the schools and in textbooks is classical (traditional) Arabic. It is far different than the language used in everyday
conversations with family and friends (the spoken Arabic). Our research examine whether rephrasing word problems can affect the achievements of the Arab students in it. The experimental group received mathematics instruction using learning materials of word problems that were rewritten in a “middle language” closer to the students’ everyday language (spoken Arabic), thus keeping the mathematical level of the problems. The research findings showed that students in the experimental group improved their achievements in word and geometric problems significantly more than students from control group.
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| 4 |
Can Early Algebra lead non-proficient students to a better arithmetical understanding?Gerhard, Sandra 13 April 2012 (has links)
In mathematics curricula teachers often find the more or less implicit request to link the taught subjects to the previous knowledge of the students, for example using word problems from everyday life. But in today’s multicultural and multisocial society teachers can no longer assume that the children they teach have a more or less equal background and thus everyday live can have a very different meaning for different children. Furthermore there is evidence that good previous knowledge in arithmetic can hinder the approach to other mathematical subjects, like algebra. In this paper I want
to provide a brief overview on how previous knowledge in arithmetic can affect student\''s access to
algebra and therefore present an early algebra teaching project which introduces elementary school children to algebraic notation by measurement in an action-oriented way. Thereby the chosen
approach to algebra explicitly does not come back to the student\''s previous arithmetical knowledge but additionally may support non-proficient students in obtaining more insight in the structure of
calculations and hence may help them to have more success in solving calculations and word problems.
|
| 5 |
The Effect of Rephrasing Word Problems on the Achievements of Arab Students in MathematicsMahajne, Asad, Amit, Miriam 07 May 2012 (has links)
Language is the learning device and the device which forms the student''s knowledge in math, his ability to define concepts, express mathematical ideas and solve mathematical problems. Difficulties in the Language are seen more in word problems, clarity and in the way the text is read by the student have a direct effect on the understanding of the problem and therefore, on its solution, could delay the problem solving process. The connection between language and mathematical achievements has a more distinctive significance regarding the Arab student. This is due to the fact that the language which is used in the schools and in textbooks is classical (traditional) Arabic. It is far different than the language used in everyday
conversations with family and friends (the spoken Arabic). Our research examine whether rephrasing word problems can affect the achievements of the Arab students in it. The experimental group received mathematics instruction using learning materials of word problems that were rewritten in a “middle language” closer to the students’ everyday language (spoken Arabic), thus keeping the mathematical level of the problems. The research findings showed that students in the experimental group improved their achievements in word and geometric problems significantly more than students from control group.
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