How Can Teaching Aids Improve the Quality of Mathematics Education     

Afzal Ahmed  Alison Clark-Jeavons  Adrian Oldknow 《Educational Studies in Mathematics》2004,56(2-3):313-328

The interplay among and connections between objects (structured or unstructured), images, language and symbols that lead to mathematical reasoning and the stating of mathematical propositions of very wide generality is well worth closer study. I believe that the subtle distinction between the way mathematical ideas are constructed from objects and the particular characteristics of the objects is often not clear in many teachers' minds. In the plenary, with the help of colleagues, using practical examples and situations, I would like to explore the distinction between the mathematical ideas that are being discussed in classrooms and the objects that are used in helping with abstractions. The use of interactive technology in the creation of mathematical meanings will form an important part of my colleagues' contributions.  相似文献   

Assessing basic competencies: A practical methodology     

A. M. R. Chowdhury  Linda Ziegahn  Najmul Haque  Gajendra L. Shrestha  Zahin Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1994,40(6):437-454

Following the 1990 World Conference on Education for All in Jomtien, Thailand, many developing countries are making efforts to achieve basic education for all by the year 2000. However, when it comes to measuring educational progress, there are few methodologies that can overcome the many problems and controversies in this area. This paper describes a serviceable methodology for measuring basic education (competencies in reading, writing and arithmetic, as well as selected life skills), which has proven to be simple, inexpensive and rapid. This approach, termed the Assessment of Basic Competencies (ABC), has been tested in Bangladesh on 2,100 children between the ages of 11 and 12. The results are discussed here. This methodology may be of use to education programme managers in other developing countries.

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Zusammenfassung Nach der Weltkonferenz über Bildung für Alle 1990 in Jomtien, Thailand, bemühen sich viele Entwicklungsländer um eine Grundbildung für alle bis zum Jahr 2000. Wenn man jedoch die Methoden zur Bemessung der Leistungen der Schüler betrachtet, gibt es nur wenige Methodologien, die die zahlreichen Probleme und Kontroversen auf diesem Gebiet bewältigen können. Dieser Artikel beschreibt eine praktische Methodologie zur Bewertung der Grundbildung (Lese- und Schreibfähigkeiten, arithmetische Fähigkeiten sowie ausgewählte zum Leben notwendige Fahigkeiten), die sich als einfach, preiswert und schnell erwiesen hat. Dieser Ansatz wurde in Bangladesh an 2.100 Kindern zwischen 11 und 12 Jahren getestet. Das Ergebnis wird in diesem Artikel erortert. Diese Methodologie könnte Bildungsprogrammleitern in anderen Entwicklungsländern von Nutzen sein.

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Résumé En réponse au Congrès Mondial sur l'Education pour Tous qui a eu lieu en 1990 à Jomtien, Thaïlande, de nombreux pays en voie de développement multiplient leurs efforts pour réaliser l'éducation de base de tous d'ici l'an 2000. Quand il s'agit pourtant d'évaluer le progrès pédagogique, rares sont les méthodologies pouvant faire face aux nombreux problèmes et controverses existant dans ce domaine. Cet article décrit une méthode efficace pour évaluer l'éducation de base (compétences en écriture, lecture et arithmétique de même que certaines aptitudes à la vie pratique), qui s'est révélée simple, économique et rapide. Ce procédé, appelé Evaluation des Compétences de Base (ABC — Assessment of Basic Competencies), a fait l'objet d'un essai au Bangladesh auprès de 2100 enfants entre 11 et 12 ans, dont les résultats sont discutés ici. Cette méthode pourrait être intéressante aux organisateurs de programmes d'éducation dans d'autres pays en développement.

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Reciprocal relationships between math self-concept and math anxiety     

Wondimu Ahmed  Alexander Minnaert  Hans Kuyper  Greetje van der Werf 《Learning and individual differences》2012,22(3):385-389

The present study examined the reciprocal relationships between self-concept and anxiety in mathematics. A sample of 495 grade 7 students (51% girls) completed self-report measures assessing self-concept and anxiety three times in a school year. Structural equation modeling was used to test a cross-lagged panel model of reciprocal effects between math self-concept and math anxiety. The analysis showed a reciprocal relationship between self-concept and anxiety in math (i.e., higher self-concept leads to lower anxiety, which in turn, leads to higher self-concept). However, the magnitude of the path from anxiety to self-concept is almost half of that from self-concept to anxiety. Overall, the results provide empirical support for the theoretical notion that math self-concept and math anxiety are reciprocally related.  相似文献   

Spirituality in the academy: reclaiming from the margins and evoking a transformative way of knowing the world     

Riyad Ahmed Shahjahan 《International journal of qualitative studies in education》2013,26(6):685-711

In this paper, the author's first and foremost objective is to render the answer to the following question: Why is spirituality marginalized in the academy? The author searches for the answer to this question in the terrain of knowledge production and worldviews that permeate the Western academy. The author examines the landscape of the neo‐colonial academy and delineates the conditions that restrict the spaces for spirituality. The author's second objective is to explore possible answers to the following question: How would centering spirituality transform our ways of knowing? The author attempts to answer this question by providing some preliminary ideas on the question of epistemology, methodology and methods in a spiritually based inquiry. The author concludes that this journey is endless and this paper is just a stepping stone to the discussion revolving around the integration and centering of spirituality within the academy.  相似文献   

Competence and usage of Web 2.0 technologies by higher education faculty     

Kamal Ahmed Soomro  Sajid Yousuf Zai  Iftikhar Hussain Jafri 《Educational Media International》2013,50(4):284-295

Literature on Web 2.0 experiences of higher education faculty in developing countries such as Pakistan is very limited. An insight on awareness and practices of higher education faculty with these tools can be helpful to map strategies and plan of action for adopting latest technologies to support teaching–learning processes in higher education of such countries. This survey study was aimed to examine the competence and practices of higher education faculty in Pakistan with Web 2.0 technologies such as blogs, Wikis, Google Docs, Skype, Flickr, YouTube, and social networks. The study was also focused to look for what type of role faculty play while using these tools; and to find whether any significant differences in terms of age, gender, or academic discipline exist in competence and usage of these tools by the faculty. The data were collected from a sample of 246 university teachers in the spring 2014 semester. The findings of the study indicated that faculty participants reported to use Web 2.0 social tools more frequently than instrumental tools. Similarly, their competence with social tools was higher than their competence with instrumental tools. Additional results indicated that their competence with Web2.0 tools significantly differed with respect to their age, gender, and academic disciplines.  相似文献   

Bhutanese stakeholders’ perceptions about multi-grade teaching as a strategy for achieving quality universal primary education     

Pawan Kucita  Charles Kivunja  T.W. Maxwell  Bawa Kuyini 《International Journal of Educational Development》2013

This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers.  相似文献   

Teacher facilitation support in ubiquitous learning environments     

Alex Mottus  Kinshuk  Nian-Shing Chen  Sabine Graf  Ahmed Aldraiweesh 《Technology, Pedagogy and Education》2013,22(5):549-570

ABSTRACT

Teacher support for students in ubiquitous learning environments is challenging owing to physical distance and a lack of reliable real-time multimedia-rich communication. This is further complicated because the learning process is dynamic and problems need quick resolution. Given these challenges, this study proposes an architecture for a teacher facilitation support system. The system was implemented in the form of an interactive teacher dashboard. The interface also generates possible solutions to learning challenges while leaving the ultimate decision up to the teacher. The system feasibility was tested by work-through scenarios designed and validated by two experts. The system usability was evaluated using the System Usability Scale by 40 potential users. The ?ndings revealed that the dashboard has good feasibility and usability for providing teachers relevant information about their students’ learning progress in ubiquitous learning environments. It also enabled opportunity for pedagogical intervention when needed.  相似文献   

The Roles of Different News Media Use and Press Freedom in Education Generated Participation Inequality: An Eight Country Comparative Analysis     

Saifuddin Ahmed  Jaeho Cho 《广播与电子媒介杂志》2013,57(3):566-586

This eight-nation comparative study adopts a multi-modal analytical approach in investigating education driven stratification in political participation and the simultaneous roles of various media (print newspaper, television, radio, and social media) and press freedom in influencing this inequality. The findings suggest that informational use of social media, print newspaper, and radio increases the likelihood of participation, but consuming television news inhibits participation. Furthermore, social media use, like radio and television use, exacerbates education-generated inequality. Press freedom as a socio-political factor reinforces the role of the television, print newspaper, and social media in participation inequality. Theoretical and policy implications are discussed.  相似文献   

Acaricidal activities of some essential oils and their monoterpenoidal constituents against house dust mite, Dermatophagoides pteronyssinus （Acari： Pyroglyphidae）     

Saad el-Z  Hussien R  Saher F  Ahmed Z 《Journal of Zhejiang University. Science. B》2006,7(12):957-962

INTRODUCTION Among several species of the family Pyro- glyphidae, Dermatophagoides pteronyssinus and D. farinae, have been found to be the predominant mites of household dust accounting for about 80%~90% of the total mite populations and are important sources of allergens worldwide inside homes in humid geo- graphic areas (Hallas, 1991; Arlian et al., 1992). Both house dust mites are found in homes in various areas of Egypt (Rezk, 2004; Rezk et al., 1996). They are a major cause of res…  相似文献   

The role of competence and value beliefs in students' daily emotional experiences: A multilevel test of a transactional model     

Wondimu Ahmed  Alexander Minnaert  Greetje van der Werf  Hans Kuyper 《Learning and individual differences》2010,20(5):507-511

This study examined the mutual influence of relatively stable personal competence and value beliefs and lesson specific appraisals of competence and value on daily emotional experiences of students in the classroom context. Personal competence and value beliefs were measured by means of questionnaire whereas appraisals and daily emotions were assessed by means of diary forms completed over a two-week period. Multilevel analyses of data from 120 grade seven students revealed that both personal competence-value beliefs and appraisals played an important role in determining daily emotional experiences in the classroom. More importantly, the results showed that the effects of stable personal variables on daily emotional experiences were mediated by lesson specific appraisals. In general, the results support cognitive mediational models of emotion that capitalize on the importance of both personal and situational characteristics in emotion elicitation.  相似文献