Deaf children's use of cognitive strategies in simple arithmetic problems   总被引：3，自引：0，他引：3  

Per Frostad 《Educational Studies in Mathematics》1999,40(2):129-153

Research shows that deaf children have inferior achievement in simple arithmetic compared to their hearing agemates. The reported study investigates whether the reasons for deaf children's poor achievement can be sought in their strategy development. As this is a central issue, the strategies used by deaf children when solving symbolic addition and subtraction problems are identified, classified and compared to findings from earlier research, involving both deaf and hearing children. The effect of Sign Language in strategy invention and use is the main concern in this study. One result from the present study is that structural aspects of Sign Language counting may influence deaf children's thinking in a way that does not lead to a developed conceptual knowledge base, but instead to refined procedural competence. This is a development in simple arithmetic that is compatible with that of less able hearing children. The counting procedures used by the deaf children involve both oral counting and Sign Language counting. Due to the small sample size, and the shortcomings of the research design, the results are more suggestive than conclusive. Thus, further studies are needed in this area.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   

Focal event,contextualization, and effective communication in the mathematics classroom     

Per Nilsson  Andreas Ryve 《Educational Studies in Mathematics》2010,74(3):241-258

The aim of this article is to develop analytical tools for studying mathematical communication in collaborative activities. The theoretical construct of contextualization is elaborated methodologically in order to study diversity in individual thinking in relation to effective communication. The construct of contextualization highlights issues of diversity in collaborative activities as it emphasizes how students may struggle differently with a learning activity. The interaction of students (12 to 13 years old), playing a specifically designed dice game, is used as an example for illustration. The article shows how accounting for the focal events of the interlocutors, and the contexts in which they contextualize these events, help in organizing our thinking about mathematically effective communication in collaborative activities.  相似文献   

Swedes Can’t Swear: Making Fun at a Multiethnic Secondary School     

Rickard Jonsson 《Journal of Language, Identity & Education》2018,17(5):320-335

During the last decade, Sweden has witnessed a significant increase in public attention concerning the following interrelated linguistic phenomena: (a) a linguistic style labelled “Rinkeby Swedish,” (b) specific “Rinkeby Swedish words” that have been perceived as disparaging in Swedish public debate, and (c) a specific young male immigrant identity indexed by this linguistic style. Drawing on ethnographically collected data and naturally occurring talk in a multi-ethnic Swedish upper secondary school, this article examines a possible shift in language ideology, whereby tabooed words and urban youth styles are not dismissed by the school institution but are incorporated in teaching activities. Furthermore, it is argued that there are reasons to look for other interactional accomplishments than solely identity in the use of urban youth styles. The article shows how identity may be used as a resource in the construction of social hierarchies as well as interactional enjoyment among some male students.  相似文献   

Actions and Conceptions: Exploring Initial Literacy Teaching Practice for Adults     

Helena Colliander  Song Ee Ahn  Per Andersson 《Journal of Language, Identity & Education》2018,17(5):306-319

Given that it is a delicate task to meet the educational needs of adult emergent readers in a second language setting, this study serves to explore the teaching practice of teachers working with learners of initial literacy and second language. Based on a situated learning perspective, data from 16 lesson observations of nine teachers is analysed. The findings show that teachers initiate and negotiate learning activities, strive to get the students to understand words and other symbols, facilitate participation within and outside the classroom and negotiate the acceptable student behaviour. These findings suggest that Literacy Education and Second Language Learning for Adults (LESLLA) teaching and learning is a particular practice, where the teachers’ actions are intertwined with those of the learners and with the teachers’ conceptions of the learners. In that way, the teachers’ actions do not only speak of the learners, but also of their own professional identity.  相似文献   

WebTV Channel Additions: Channel Complementarity in the Broadcasting Industry     

Herbjorn Nysveen  Helge Thorbjornsen  Per E. Pedersen 《媒体管理杂志》2013,15(3-4):127-137

The purpose of this article is to study how WebTV channel additions influence the following relationship dimensions between a broadcasting company and its consumers: brand knowledge, brand satisfaction, direct relationship investments, and indirect relationship investments. A survey of broadcast consumers indicated positive effects of WebTV channel additions on all 4 brand relationship dimensions. The findings also indicate that brand satisfaction, direct relationship investments, and indirect relationship investments mediate the effect of WebTV channel additions on customers' use of the broadcaster's main channel. The implication of the results is that WebTV channel additions have the potential to strengthen consumer-brand relationships and that WebTV channel additions seem to complement rather than substitute a broadcast company's main channel. Based on the results, WebTV channel additions are recommended as a channel strategy for broadcasting companies. Similar studies in other industries and settings are suggested before the results can be generalized more broadly.  相似文献   

Examining Changing Attitudes in Secondary School Science     

Patrick Barmby  Per M. Kind  Karen Jones 《International Journal of Science Education》2013,35(8):1075-1093

This study, carried out in England, examined the variation of attitudes towards science over the first three years of secondary schooling and with gender. The study in question was part of an evaluation of the “Lab in a Lorry” project, and involved 932 pupils completing a pre‐measure questionnaire containing items looking at six separate attitude constructs. From these data, two main patterns emerged; pupils’ attitudes towards science declined as they progressed through secondary school, and this decline was more pronounced for female pupils. These conclusions are largely in agreement with previous studies in this field. However, in examining separate attitude constructs, we were also able to identify that the sharpest decline occurred specifically for pupils’ attitude towards learning science in school. Furthermore, using linear regression, we identified that, as pupils progress through school, this construct becomes a greater influence on attitudes towards future participation in science. Therefore, we also concluded that learning science in school is a particular area that needs to be concentrated upon, if we are to improve children’s attitudes towards science. In the final part of the paper, we drew on interview data obtained from 44 pupils involved in the Lab in a Lorry study. Pupils’ comments in these interviews provided further insight into why pupils are “switched off” by school science. We drew out the most prevalent themes that emerged in the interviews, in order to provide further insight into why pupils do not enjoy science in school.  相似文献   

The Relation between Reading Comprehension and Task‐specific Strategies used in Arithmetical Word Problems     

Nils S⊘vik  Per Frostrad  Mette HEGGBERGET 《Scandinavian Journal of Educational Research》2013,57(4):371-398

The study was concerned with the relation between reading comprehension and task‐specific strategies used in arithmetical word problems. Two hypotheses were formulated in the study. H1 stated that subjects good at arithmetic as well as reading (Group 1) would emphasize deductive strategies to a greater extent than subjects in the remaining groups. H2 considered IQ to be a stronger predictor for subjects’ strategies in arithmetical word tasks than reading comprehension. Four groups of 9‐year‐old children with different competencies in arithmetic and reading were sampled for the investigation. An intelligence test (WISC) and three other tests, Mathematical tests 1‐3, were constructed and administered to the 20 subjects. The tests were used to examine subjects’ strategies in completed task solutions. The findings indicated that great similarities existed between Groups 1 (good at both skills) and 2 (good at arithmetic and poor at reading) as to strategies used in addition and subtraction problems. Whereas subjects in groups 1 and 2 mainly used deductive strategies, those in Groups 3 (good at reading and poor at arithmetic) and 4 (poor at both skills) rather used procedural strategies in solving the problems. Concerning strategies applied in multiplication and division tasks a more diverse pattern of strategies was revealed in all of the four groups, but the majority of subjects emphasized deductive strategies. Multiple regression analyses of the data indicated strong linear relationships between the predictors and the criteria used in the analyses. However, IQ was the only significant single predictor found in the regression analyses. H1 had to be suspended, but H2 could not be rejected.  相似文献   

ANXIETY IN CONNECTION WITH SCHOOL PERFORMANCE: I. GENERAL AND THEORETICAL CONSIDERATIONS     

By universitetsstipendiat mag. art. Per Rand 《Scandinavian Journal of Educational Research》2013,57(1):87-94

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Fourth Graders' Social Standing with Peers: A Prospective Study on the Role of First Grade Physical Activity,Weight Status,and Motor Proficiency     

Yngvar Ommundsen  Kari Aasen Gundersen  Per Egil Mjaavatn 《Scandinavian Journal of Educational Research》2013,57(4):377-394

We prospectively examined the role of physical activity involvement, weight status, and motor functioning capability in 1^st grade for social status among other pupils in class in the 4^th grade. Our sample included 80 Norwegian 1^st grade pupils (Girls N = 44; Boys N = 36). 1^st grade motor proficiency and objectively measured physical activity, but not weight status was predictive of 4^th grade social standing among pupils in class as measured by socio‐metric status. Interaction findings also revealed that 1^st grade healthy weight children being proficient in the motor domain benefit more in terms of their social standing among peers in 4^th grade than do 1^st grade overweight but equally motor proficient children. Being physically active in the 1^st grade seems more important for social standing among peers in 4^th grade for 1^st grade girls than for boys. Results may inform early intervention efforts in school to enhance pupils' psychosocial development.  相似文献   

Evaluation of retrieval effectiveness with incomplete relevance data: Theoretical and experimental comparison of three measures     

Per Ahlgren  Leif Grönqvist 《Information processing & management》2008

This paper investigates two relatively new measures of retrieval effectiveness in relation to the problem of incomplete relevance data. The measures, Bpref and RankEff, which do not take into account documents that have not been relevance judged, are compared theoretically and experimentally. The experimental comparisons involve a third measure, the well-known mean uninterpolated average precision. The results indicate that RankEff is the most stable of the three measures when the amount of relevance data is reduced, with respect to system ranking and absolute values. In addition, RankEff has the lowest error-rate.  相似文献