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Salvador Llinares Ana Isabel Roig 《International Journal of Science and Mathematics Education》2008,6(3):505-532
This study focussed on how secondary school students construct and use mathematical models as conceptual tools when solving
word problems. The participants were 511 secondary-school students who were in the final year of compulsory education (15–16
years old). Four levels of the development of constructing and using mathematical models were identified using a constant-comparative
methodology to analyse the student’s problem-solving processes. Identifying the general in the particular and using the particular
to endow the general with meaning were the key elements employed by students in the processes of construction and use of models
in the different situations. In addition, attention was paid to the difficulties that students had in using their mathematical
knowledge to solve these situations. Finally, implications are provided for drawing upon student’s use of mathematical models
as conceptual tools to support the development of mathematical competence from socio-cultural perspectives of learning. 相似文献
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Santiago Veiga Andreu Roig Miguel A. Gómez-Ruano 《European Journal of Sport Science》2016,16(8):919-926
The main objectives of the present research were (1) to examine the relationships between the distances travelled underwater during the start and turn segments with swimming race performance at the elite level and (2) to determine if the individualised-distance start and turn parameters affect the overall race performance. The race parameters of the 100 and 200?m events during 2013 World Championships were measured by an innovative image-processing system (InThePool® 2.0). Overall, 100?m race times were largely related to faster start velocities in men's breaststroke and freestyle events. Conversely, overall, 200?m race times were largely related to longer starting distances in the women's butterfly events, to longer turn distances in men's and women's backstroke and women's butterfly events and to shorter turn distances in women's freestyle events. Changes on the start or turn velocities could represent moderate time improvements in most of the 100?m events, whereas modifications on the start or turn distances (especially in the last turn) could provide elite swimmers with time improvements of practical importance on the 200?m events. The evaluation of races by individualised-distance parameters should be provided to elite swimmers in order to decide the most appropriate race segment configuration for each event. 相似文献
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The aim of the present study was to determine the effect of post-exercise ingestion of a unique, high molecular weight glucose polymer solution, known to augment gastric emptying and post-exercise muscle glycogen re-synthesis, on performance during a subsequent bout of intense exercise. On three randomized visits, eight healthy men cycled to exhaustion at 73.0% (s = 1.3) maximal oxygen uptake (90 min, s = 15). Immediately after this, participants consumed a one-litre solution containing sugar-free flavoured water (control), 100 g of a low molecular weight glucose polymer or 100 g of a very high molecular weight glucose polymer, and rested on a bed for 2 h. After recovery, a 15-min time-trial was performed on a cycle ergometer, during which work output was determined. Post-exercise ingestion of the very high molecular weight glucose polymer solution resulted in faster and greater increases in blood glucose (P < 0.001) and serum insulin (P < 0.01) concentrations than the low molecular weight glucose polymer solution, and greater work output during the 15-min time-trial (164.1 kJ, s = 21.1) than both the sugar-free flavoured water (137.5 kJ, s = 24.2; P < 0.05) and the low molecular weight glucose polymer (149.4 kJ, s = 21.8; P < 0.05) solutions. These findings could be of practical importance for athletes wishing to optimize performance by facilitating rapid re-synthesis of the muscle glycogen store during recovery following prolonged sub-maximal exercise. 相似文献
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Santiago Veiga Andreu Roig 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(1):34-44
In the present research, we examined the effect of the starting and turning performances on the subsequent swimming parameters by (1) comparing the starting and turning velocities with the swimming parameters on the emersion and mid-pool segments and (2) by relating the individual behaviour of swimmers during the start and turns with subsequent behaviour on each swimming lap. One hundred and twelve 100 m performances on the FINA 2013 World Swimming Championships were analysed by an image-processing system (InThePool 2.0®). At the point of the start emersion, the swimming parameters of the 100-m elite swimmers were substantially greater than the mid-pool parameters, except on the breaststroke races. On the other hand, no diminution in the swimming parameters was observed between the turn emersion and the mid-pool swimming, except on the butterfly and backstroke male races. Changes on the surface swimming kinematics were not generally related to the starting or turning parameters, although male swimmers who develop faster starts seem to achieve faster velocities at emersion. Race analysts should be aware of a transfer of momentum when swimmers emerge from underwater with implications on the subsequent swimming kinematics, especially for male swimmers who employ underwater undulatory techniques. 相似文献
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Asli Sezen-Barrie Joel Moore Cara E. Roig 《International Journal of Science Education》2013,35(12):2013-2037
Drawn from the norms and rules of their fields, scientists use variety of practices, such as asking questions and arguing based on evidence, to engage in research that will contribute to our understanding of Earth and beyond. In this study, we explore how preservice teachers' learn to teach scientific practices while teaching plate tectonic theory. In particular, our aim is to observe which scientific practices preservice teachers use while teaching an earth science unit, how do they integrate these practices into their lessons, and what challenges do they face during their first time teaching of an earth science content area integrated with scientific practices. The study is designed as a qualitative, exploratory case study of seven preservice teachers while they were learning to teach plate tectonic theory to a group of middle school students. The data were driven from the video records and artifacts of the preservice teachers' learning and teaching processes as well as written reflections on the teaching. Intertextual discourse analysis was used to understand what scientific practices preservice teachers choose to integrate into their teaching experience. Our results showed that preservice teachers chose to focus on four aspects of scientific practices: (1) employing historical understanding of how the theory emerged, (2) encouraging the use of evidence to build up a theory, (3) observation and interpretation of data maps, and (4) collaborative practices in making up the theory. For each of these practices, we also looked at the common challenges faced by preservice teachers by using constant comparative analysis. We observed the practices that preservice teachers decided to use and the challenges they faced, which were determined by what might have come as in their personal history as learners. Therefore, in order to strengthen preservice teachers' background, college courses should be arranged to teach important scientific ideas through scientific practices. In addition, such practices should also reflect the authentic practices of earth scientists such as use of historical record and differentiating observation versus interpretation. 相似文献
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Pacing strategies of elite swimmers have been consistently characterised from the average lap velocities. In the present study, we examined the racing strategies of 200 m world class-level swimmers with regard to their underwater and surface lap components. The finals and semi-finals of the 200 m races at the 2013 World Swimming Championships (Barcelona, Spain) were analysed by an innovative image-processing system (InThePool® 2.0). Free swimming velocities of elite swimmers typically decreased throughout the 200 m race laps (?0.12 m · s–1, 95% CI ?0.11 to ?0.14 m · s–1, P = 0.001, η2 = 0.81), whereas underwater velocities, which were faster than free swimming, were not meaningfully affected by the race progress (0.02 m · s–1, ?0.01 to 0.04 m · s–1, P = 0.01, η2 = 0.04). When swimming underwater, elite swimmers typically travelled less distance (?0.66 m, ?0.83 to ?0.49 m, P = 0.001, η2 = 0.34) from the first to the third turn of the race, although underwater distances were maintained on the backstroke and butterfly races. These strategies allowed swimmers to maintain their average velocity in the last lap despite a decrease in the free swimming velocity. Elite coaches and swimmers are advised to model their racing strategies by considering both underwater and surface race components. 相似文献
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Jorge Fernández Herrero Francisco Gómez Donoso Rosabel Roig Vila 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(6):1939-1963
To test the suitability of an automatic system for emotional management in the classroom following the control-value theory of achievement emotions (CVT) framework, the performance of an emotional expression recognition software of our creation is evaluated in an online synchronous context. Sixty students from the Faculty of Education at the University of Alicante participated in 16 educational activities recording close-ups of their faces and completing the AEQ emotional self-report, as well as detailed reports from the subsequent review of their videos. In addition, they completed the VCQ-36 test to measure their volitional competencies and relate their influence on their emotional response. The results indicate a high coherence between the emotional expressions detected by the automatic system and the detailed emotional self-reports, but insufficient precision to meet the CVT requirements. On the other hand, both the AEQ test results and the emotion expression recognition software suggest students' preference for participative activities as opposed to passive ones. Meanwhile, statistical analysis results indicate that volitional competencies seem to influence the emotional response of students in the educational context, although the AI system does not show sufficient sensitivity in this field. Implications and limitations of this study for future work are discussed.
Practitioner notes
What is already known about this topic
- Student motivation and involvement in the learning process are highly related to appropriate emotional regulation, which can be associated with particular educational activities, strategies and methodologies.
- Deep learning technology based on convolutional neural networks feeds automatic systems focused on facial expression recognition from image analysis.
What this paper adds
- There is high coherence between the emotional expressions detected by the AI system and the students' emotional self-reports, but the AI system provides just emotional valences, insufficient to meet the CVT framework.
- Both emotional self-reports and the emotion recognition software suggest students' preference for active educational activities as opposed to passive ones.
- Volitional competencies seem to influence the emotional response of students in the educational context.
Implications for practice and/or policy
- It is possible to use automatic systems to effectively monitor the emotional response of students in the learning process.
- Only if sensitivity improved, a real-time, easy-to-interpret emotional expression recognition software interface could be implemented to assist teachers with the emotional management of their classes within the CVT framework, maximizing their motivation and engagement.
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