Contradictions in mathematical modeling with digital technologies     

Molina-Toro  Juan Fernando  Rendón-Mesa  Paula Andrea  Villa-Ochoa  Jhony Alexander 《Education and Information Technologies》2022,27(2):1655-1673

Education and Information Technologies - This article presents an analysis of contradictions expressed by pre-service mathematics teachers when performing two modeling tasks using their own...  相似文献   

The influence of question type,text availability,answer confidence and language background on student comprehension of an expository text     

Fernando Marmolejo-Ramos  Julia Miller  Chad Habel 《高等教育研究与发展》2014,33(4):712-727

Reading is an essential activity for learning at university, but lecturers are not always experienced in setting appropriate questions to test understanding of texts. In other words, their assessments may not be ‘constructively aligned’ with the learning outcomes they hope their students to exhibit. In examination conditions, questions may be set with insufficient time for re-reading available texts, thus drawing more on students' powers of recall than on deeper learning and comprehension. Previous research has been undertaken on reading comprehension generally, but no research has yet explored the interaction of factors such as text availability (re-reading of texts), text layout, question type and respondents' language background. This study explores the correctness of 50 participants' responses to a set reading task based on an expository text, and participants' confidence in giving those answers, in relation to four factors: the effects of question type; text availability; text layout; and language background. The main findings are that non-native speakers of English have more difficulty and less confidence in answering implicit questions and that reviewing the text has a significant effect on response correctness for implicit questions. The form of text layout did not show a significant effect, however. Our results have implications for lecturers who set readings and questions for comprehension and others who use reading comprehension as part of their ‘hidden curriculum’. Further research in this area is required to determine more precisely the effects of language background.  相似文献   

Be(com)ing an excellent student: a qualitative study with engineering undergraduates     

Sílvia Monteiro  Leandro S. Almeida  Rosa M. Vasconcelos  José Fernando A. Cruz 《High Ability Studies》2014,25(2):169-186

This study explores the factors affecting the development of academic excellence on a group of 33 high-achieving engineering students. Participants were interviewed individually to explore several personal and contextual aspects of their past and current academic pathways. The results obtained reflect three main contributions to the conceptualization and understanding of excellence in academic contexts: the need to adopt a multidimensional and dynamic view about the concept of excellence; the existence of a variety of possible pathways and environmental conditions to achieve excellence; and the understanding of excellence as a process undergoing continuous development, which thrives within the family context and school environment, and that seems to be continuously nurtured by individuals in interaction with their contexts.  相似文献   

Blocking in human causal learning is affected by outcome assumptions manipulated through causal structure     

Fernando Blanco  Frank Baeyens  Tom Beckers 《Learning & behavior》2014,42(2):185-199

Additivity-related assumptions have been proven to modulate blocking in human causal learning. Typically, these assumptions are manipulated by means of pretraining phases (including exposure to different outcome magnitudes), or through explicit instructions. In two experiments, we used a different approach that involved neither pretraining nor instructional manipulations. Instead, we manipulated the causal structure in which the cues were embedded, thereby appealing directly to the participants’ prior knowledge about causal relations and how causes would add up to yield stronger outcomes. Specifically, in our “different-system” condition, the participants should assume that the outcomes would add up, whereas in our “same-system” condition, a ceiling effect would prevent such an assumption. Consistent with our predictions, Experiment 1 showed that, when two cues from separate causal systems were combined, the participants did expect a stronger outcome on compound trials, and blocking was found, whereas when the cues belonged to the same causal system, the participants did not expect a stronger outcome on compound trials, and blocking was not observed. The results were partially replicated in Experiment 2, in which this pattern was found when the cues were tested for the second time. This evidence supports the claim that prior knowledge about the nature of causal relations can affect human causal learning. In addition, the fact that we did not manipulate causal assumptions through pretraining renders the results hard to account for with associative theories of learning.  相似文献   

The role of language, appearance, and culture in children's social category-based induction     

Diesendruck G  HaLevi H 《Child development》2006,77(3):539-553

Four studies examined whether Israeli 5-year-olds (N = 88) and adults (N = 48) drew inferences about psychological properties based on a character's social category, personality trait, or physical appearance trait. Study 1 revealed that while children drew inferences mostly by social category, adults did it by personality trait. Study 2 showed that the children's pattern was not due to how the categorical information was conveyed. Studies 3 and 4 demonstrated that for kindergarteners, labels, not appearances, are determinant of the inductive potential of social categories. Studies indicated that "Jew" and "Arab" were the most inductively powerful social categories for both children and adults. The results carry implications for the roles of language, appearances, and culture in the conceptualization of "human kinds."  相似文献   

Norm estimates for function Lyapunov equations and applications     

Michael Gil’ 《Journal of The Franklin Institute》2018,355(10):4241-4247

We consider the function Lyapunov equation $f^{*}\left(A\right)X+Xf\left(A\right)=C,$ where A and C are given matrices, f(z) is a function holomorphic on a neighborhood of the spectrum σ(A) of A. For a solution X of that equation, norm estimates are established. By these estimates we investigate perturbations of a matrix A whose spectrum satisfies the condition $\inf ?\sigma \left(f\right(A\left)\right)>0$. In the case $f\left(z\right)=z^{\nu }$ with a positive integer ν we obtain conditions that provide localization of the spectrum of a perturbed matrix in a given angle.  相似文献   

Leading for Change: School Leader Advocacy for Undocumented Immigrant Students     

Emily R. Crawford  Danielle Walker  Fernando Valle 《Equity & Excellence in Education》2018,51(1):62-77

School leaders can ally with other educational stakeholders to encourage undocumented student persistence in Pk-12 schools. We explore (1) how school leaders create systems of support for undocumented and newly arrived immigrant students, and (2) how school leaders interpret and implement policies or school structures that affect student educational access. Border crossing theory guides our examination of how school leaders traverse and transgress borders that can impede students' education. This embedded case study included interviews with nine administrators working on the US-México border. The study finds that leaders expected to make a difference in students' lives by focusing on relationships and programming, committing to equity, and resisting deficit thinking about students and their families.  相似文献   

Physiological Correlations With Short,Medium, and Long Cycling Time-Trial Performance     

Fernando K. Borszcz  Artur F. Tramontin  Kristopher M. de Souza  Lorival J. Carminatti 《Research quarterly for exercise and sport》2018,89(1):120-125

Purpose: Several studies have demonstrated that physiological variables predict cycling endurance performance. However, it is still unclear whether the predictors will change over different performance durations. The aim of this study was to assess the correlations between physiological variables and cycling time trials with different durations. Methods: Twenty trained male cyclists (maximal oxygen uptake [VO₂max] = 60.5 ± 5.6 mL/kg/min) performed 4 separate experimental trials during a 2-week period. Cyclists initially completed an incremental exercise test until volitional exhaustion followed by 3 maximal cycling time trials on separate days. Each time trial consisted of 3 different durations: 5 min, 20 min, and 60 min performed in a randomized order. Results: The main results showed that the physiological measures strongly correlated with long cycling performances rather than short and medium time trials. The time-trial mean power output was moderately high to highly correlated with peak power output and VO_2max (r = .61–.87, r = .72–.89, respectively), and was moderately to highly correlated with the lactate threshold Dmax method and second ventilatory threshold (r = .52–.75, r = .55–.82, respectively). Conclusions: Therefore, trained cyclists should develop maximal aerobic power irrespective of the duration of time trial, as well as enhancements in metabolic thresholds for long-duration time trials.  相似文献   

The Development of a Scarcity Bias     

Matar Ferera  Avi Benozio  Gil Diesendruck 《Child development》2020,91(5):1698-1708

Adults’ attraction to rare objects has been variously attributed to fundamental biases related to resource availability, self-related needs, or beliefs about social and market forces. The current three studies investigated the scarcity bias in 11- and 14-month-old infants, and 3- to 6-year-old children (N = 129). With slight methodological modifications, participants had to choose between one of 10 same-kind-items (abundant resource), or the only one of a different kind (scarce resource). It was found that a robust preference for the scarce resource appeared only at age 5 years. Thus, although a scarcity bias is not present in infancy, it emerges prior to comprehension of market forces. Possible accounts of this developmental finding are discussed.  相似文献   

Home literacy environment and reading comprehension in Spanish primary education     

Fernando Guzmán-Simón  Javier Gil-Flores  Alejandra Pacheco-Costa 《Journal of Research in Reading》2020,43(2):229-247

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